Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support

Autor/inn/en	Stuckey, Adrienne; Albritton, Kizzy
Titel	Exploring the Use of a Multiple-Gating Screening Process to Identify Preschool-Age Children for Multitiered Instructional Support
Quelle	In: Topics in Early Childhood Special Education, 39 (2020) 4, S.238-249 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Kizzy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418823993
Schlagwörter	Screening Tests; Preschool Children; Language Skills; At Risk Students; Emergent Literacy; Oral Language; Early Childhood Education; Verbal Ability; Low Income Students; Early Intervention; Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Screening-Verfahren; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Frühleseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mündliche Leistung
Abstract	Many recent studies about preschool early language and literacy skills utilize multiple assessments to identify young children who require additional multitiered instructional support. Although the use of a single screening instrument may be efficient but overidentify children in need of intervention, the universal administration of multiple diagnostic assessments can allow for greater precision but strain available local resources. This study explored the use of a multiple-gating screening procedure to identify preschool-age children from low-income backgrounds who exhibit early literacy and language weaknesses and may be in need of additional instructional support. A brief early language and literacy screening measure was administered to all children followed by an oral language diagnostic measure administered to a subset of children based on predetermined criteria. Findings suggest that the multiple-gating procedure decreased the rate of false positives and may be an effective screening approach for early childhood settings. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01