Response to Intervention (RTI) Approach in Early Childhood Education
Research tells us that early preparation for literacy skills and language development leads
to success with formal readiness instruction. A rich literacy curriculum can highlight several
skills such as auditory discrimination, letter recognition, phonological and phonemic awareness.
Using a response to intervention (RTI) approach in preschool programs can be beneficial
towards achieving language and early literacy goals. Effective instruction must include
fundamental criteria to ensure a strong foundation in language and reading development. An
agency that can administer a developmentally appropriate curriculum with such criteria can
sustain a beneficial RTI …show more content…
Three research questions were proposed in regards to performance
based on the tier group and program (Greenwood, Carta, Atwater, Goldstein, Kaminski, &
McConnell, 2012).
The last research question focused on several qualities that affect the instruction given,
the quality of the curriculum, teachers’ focus on literacy and the children’s literacy growth. This
question analyzes the authors’ hypothesis on how RTI approach can be successfully
implemented in programs that lack the necessary support to intervene and track academic
progress (Greenwood et al., 2012). Positive instructional support engages children’s literacy
experience and promotes student-teacher relationship. Teachers that have access to the necessary
resources can effectively provide an environment that includes emotional and instructional
support and classroom organization (Greenwood et al., 2012).
Methodology
The method of the study consists of a sample of children, parents, and teachers from four
main research sites (Kansas City, Missouri; Columbus, Ohio; Eugene-Springfield, Oregon; …show more content…
Also,
classroom observations were randomly performed. Teachers were given a survey to complete
regarding their preparation and experience (Greenwood et al., 2012). The measurement used was
a Classroom Assessment Scoring System, CLASS-PreK (Pianta, La Paro, & Hamre, 2008). As far
as curriculum quality, teacher literacy focus, and children literacy growth, in depth measurement
was completed by trained observers to determine statistical findings (Greenwood et al., 2012).
Results
The overall results for the last question of the study resulted in low measurements in all
four programs. In contrast, the Pre-K program that demonstrated high literacy immersion
resulted in higher levels of student literacy growth. Limitations did impact the study primarily
due to “the lack of balance in program representation within sites” (Greenwood et al., 2012).
Discussion
Statistically the results acquired were not desirable but the authors were able to confirm
academic differences between the tier groups in the programs using an RTI approach. The
findings concluded low quality and inadequate differential instruction which can effect
Research tells us that early preparation for literacy skills and language development leads
to success with formal readiness instruction. A rich literacy curriculum can highlight several
skills such as auditory discrimination, letter recognition, phonological and phonemic awareness.
Using a response to intervention (RTI) approach in preschool programs can be beneficial
towards achieving language and early literacy goals. Effective instruction must include
fundamental criteria to ensure a strong foundation in language and reading development. An
agency that can administer a developmentally appropriate curriculum with such criteria can
sustain a beneficial RTI …show more content…
Three research questions were proposed in regards to performance
based on the tier group and program (Greenwood, Carta, Atwater, Goldstein, Kaminski, &
McConnell, 2012).
The last research question focused on several qualities that affect the instruction given,
the quality of the curriculum, teachers’ focus on literacy and the children’s literacy growth. This
question analyzes the authors’ hypothesis on how RTI approach can be successfully
implemented in programs that lack the necessary support to intervene and track academic
progress (Greenwood et al., 2012). Positive instructional support engages children’s literacy
experience and promotes student-teacher relationship. Teachers that have access to the necessary
resources can effectively provide an environment that includes emotional and instructional
support and classroom organization (Greenwood et al., 2012).
Methodology
The method of the study consists of a sample of children, parents, and teachers from four
main research sites (Kansas City, Missouri; Columbus, Ohio; Eugene-Springfield, Oregon; …show more content…
Also,
classroom observations were randomly performed. Teachers were given a survey to complete
regarding their preparation and experience (Greenwood et al., 2012). The measurement used was
a Classroom Assessment Scoring System, CLASS-PreK (Pianta, La Paro, & Hamre, 2008). As far
as curriculum quality, teacher literacy focus, and children literacy growth, in depth measurement
was completed by trained observers to determine statistical findings (Greenwood et al., 2012).
Results
The overall results for the last question of the study resulted in low measurements in all
four programs. In contrast, the Pre-K program that demonstrated high literacy immersion
resulted in higher levels of student literacy growth. Limitations did impact the study primarily
due to “the lack of balance in program representation within sites” (Greenwood et al., 2012).
Discussion
Statistically the results acquired were not desirable but the authors were able to confirm
academic differences between the tier groups in the programs using an RTI approach. The
findings concluded low quality and inadequate differential instruction which can effect