Response To Intervention (RTI) Approach In Early Childhood Education

824 Words 4 Pages
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).


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…

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).


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).


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

Related Documents