ERIC Number: ED573727
Record Type: Non-Journal
Publication Date: 2014-Feb
Preschool Multi-Tier Prevention-Intervention Model for Language and Early Literacy (Pre-3T): Development Summary and Implementation Guide. CYFS Working Paper No. 2014-3
Clarke, Brandy L.; Knoche, Lisa L.; Abbott, Mary I.; Sheridan, Susan M.; Carta, Judith J.; Sjuts, Tara S.
Nebraska Center for Research on Children, Youth, Families and Schools
The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in Head Start/public preschool programs; (2) Implement a Pre-3T model in collaborating preschool programs and collect social validity and individual child data for testing its feasibility and for refining the model; and (3) Improve the Pre-3T model based on results of pilot testing and develop materials necessary for implementing the model in preschool programs. This objectives of this study were to develop and field-test a comprehensive model for early childhood that incorporated a hierarchy of research-based language and literacy supports guided by progress monitoring to prevent reading delays in early childhood. It represented a collaborative effort among research teams at the Nebraska Center for Research on Children, Youth, Families, and School (CYFS) at the University of Nebraska-Lincoln and Juniper Garden's Children's Project (JGCP) at the University of Kansas. The purpose of this document is to provide a summary of the process by which the Pre-3T model was developed and a description of the final product and procedures used for implementation. This document includes a description of the developed model organized by the foundational framework, definitional components, and iterative development process. These sections are followed by detailed implementation guides that operationalize how the Pre-3T model designed through this study is implemented in practice. Eleven appendices are included: (1) Demographic Information; (2) Universal Instruction Observation Checklist; (3) Decision Making Protocol; (4) Measures Matrix; (5) Strategies for Family Engagement; (6) Family Engagement Self-Reflection Tool; (7) Curriculum Based Measures (Description and Samples); (8) Home Language Survey; (9) Language Classification Protocol; (10) Tune-Up Checklist; and (11) Conjoint Behavioral Consultation (Description).
Descriptors: Prevention, Preschool Children, Preschool Education, At Risk Students, Reading Difficulties, Models, Emergent Literacy, Progress Monitoring, Response to Intervention, Language Skills, Program Development, Program Implementation
Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site: http://www.cyfs.unl.edu
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Identifiers - Location: Nebraska; Kansas
IES Funded: Yes
Grant or Contract Numbers: R324A090075