Home » Projects » Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood

Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood

The purpose of this Development and Innovation study was to develop and evaluate the R&R-language and literacy system for use by pre-k teachers. R&R is based on RTI principles and has a dual focus on improving the quality of instructional practices for all children as well as providing additional supports for some children to ensure that every child succeeds in school. The specific aims included: (1) design, test, and revise the assessment component of the R&R-language and literacy system; (2) design, test, and revise the instruction/tiered intervention component of the R&R-language and literacy system; and (3) conduct a pilot study to evaluate the promise of the R&R-language and literacy system for improving classroom practices and child outcomes. The study sample included 26 public school pre-k classroom teachers in North Carolina and 366 4-year-olds (50% boys) enrolled in these classrooms. The study employed a quasi-experimental design comparing target children (those who received the tiered interventions based on universal screening scores) to a comparison group of their classmates (the children in their classrooms who did not receive the tiered interventions).

Award(s)

Funding Agency:  

U.S. Department of Education

Funding Period:  

07/01/2008 to 06/30/2012

Award Amount:  

$1,340,381

Publications and Other Resources

Published: June 2013 Type: Presentations and Webinars
Published: 2013 Type: Books and Book Chapters
Published: 2013 Type: Books and Book Chapters
Published: March 2012 Type: Presentations and Webinars
Published: 2012 Type: Online Learning
Published: 2012 Type: Media
Published: June 2011 Type: Presentations and Webinars
Published: 2011 Type: Books and Book Chapters
Published: 2011 Type: Books and Book Chapters
Published: 2011 Type: Other Resources
Published: 2010 Type: Journal Articles