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ERIC Number: ED573727
Record Type: Non-Journal
Publication Date: 2014-Feb
Pages: 116
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
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).
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
Audience: N/A
Language: English
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