Literaturnachweis - Detailanzeige
| Autor/inn/en | Gettinger, Maribeth; Stoiber, Karen |
|---|---|
| Titel | Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children |
| Quelle | In: Topics in Early Childhood Special Education, 27 (2008) 4, S.198-213 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-1214 |
| DOI | 10.1177/0271121407311238 |
| Schlagwörter | Program Evaluation; Early Reading; Income; Disadvantaged Youth; Minority Group Children; Emergent Literacy; Language Skills; Disabilities; Early Intervention; Literacy Education; Low Income Groups; High Risk Students; Program Effectiveness; Responses; Outcomes of Education |
| Abstract | This article describes the design and implementation of a program that incorporates a response-to-intervention (RTI) framework for promoting the development of early literacy and language skills among low-income minority children. The early literacy program, called the Exemplary Model of Early Reading Growth and Excellence, or EMERGE, combines classroom practices that are grounded in empirical research, a multitiered intervention hierarchy, high-quality professional development, and continuous progress monitoring to help children in Head Start classrooms acquire early literacy competencies to prepare them for later success in school. Preliminary program evaluation data are presented, and challenges associated with applying an RTI model in early childhood education are addressed. (Contains 2 tables and 1 figure.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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