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Semin Speech Lang 2009; 30(2): 059-074
DOI: 10.1055/s-0029-1215715
© Thieme Medical Publishers

Implementation of Responsiveness to Intervention in Early Education Settings

Laura M. Justice1 , Anita McGinty2 , Ying Guo1 , Douglas Moore3
  • 1The Ohio State University, Columbus, Ohio
  • 2The University of Virginia, Charlottesville, Virginia
  • 3Wireless Generation, Inc., Brooklyn, New York
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Publication History

Publication Date:
27 April 2009 (online)

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ABSTRACT

This article provides an overview of how response to intervention (RTI) may be used effectively within early childhood settings. Discussion is organized to address such issues regarding RTI implementation as (1) how to design and implement a high-quality Tier 1 learning environment that systematically improves children's language and literacy outcomes, (2) how to design and implement a high-quality Tier 2 supplemental learning intervention that systematically improves the language and literacy outcomes of children who are unresponsive to Tier 1, and (3) how to design and implement a comprehensive and cohesive assessment system that appropriately identifies children who show inadequate response to the Tier 1 and Tier 2 learning opportunities. A model for implementing RTI using the supplemental curriculum by Justice and McGinty, Read It Again—PreK! (2008), is presented. This tool was developed to meet the needs of early childhood programs as they seek to implement RIA in a cost-effective and scalable manner.

KEYWORDS

Emergent literacy development - response to intervention - preschool - curriculum

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Laura JusticePh.D. 

1945 N. High Street, The Ohio State University

Columbus, OH 43210

Email: justice.57@osu.edu

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