Child Care and Early Education Research Connections

Skip to main content

Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed?

Preschool experience plays a role in children's development. However, for programs with language and early literacy goals, the question remains whether preschool instructional experiences are sufficiently effective to achieve these goals for all children. In a multisite study, the authors conducted a process-product description of preschool instruction, and children's growth and outcomes in typical programs (i.e., Pre-K, Title 1, Head Start, Tuition-Based) using a response to intervention (RTI) perspective. Results indicated that (a) students in their preschool year prior to kindergarten made small gains, but students starting the year in lower Tier 2 and 3 performance levels did not close initial skills gaps, (b) variations were noted by program types with varying sociodemographics and instructional processes, and (c) the quality of instruction (Tier 1) received by all was low with room for improvement. Implications for future research on the application of the RTI approach and potential benefits are discussed. (author abstract)
Resource Type:
Reports & Papers
United States
Kansas; Minnesota; Missouri; Ohio; Oregon

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Infusing diversity constructs in preservice teacher preparation: The impact of a systematic faculty development strategy

Reports & Papers

Environment and Policy Assessment and Observation


Physical activity lessons in preschools

Reports & Papers

Individualized Classroom Assessment Scoring System

Release: 'v1.26.0' | Built: 2023-03-27 11:27:55 EDT