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ERIC Number: EJ1036251
Record Type: Journal
Publication Date: 2013-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1082-3301
Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School
Pierce, Corey D.; Bruns, Deborah A.
Early Childhood Education Journal, v41 n5 p347-354 Sep 2013
Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children's needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children's needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A