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

Time 2021-08-15 23:06:07

Web Name: Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood | Frank Porter

WebSite: http://randr.fpg.unc.edu

ID:186522

Keywords:

RTI,Intervention,for,

Description:

Projects » 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).Frank Porter Graham Child Development InstituteThe University of North Carolina at Chapel HillCampus Box 8180, Chapel Hill, NC 27599-8180Information: 919.966.2622© 2021 Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill

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