NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933646
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1087-3414
Using a Response-to-Intervention Approach in Preschool to Promote Literacy
Hagans-Murillo, Kristi
California School Psychologist, v10 p45-54 2005
A response-to-intervention model (RTI) has been identified as a promising way to identify and intervene early with children who are experiencing learning difficulties. The general RTI approach also holds promise of preventing learning difficulties with preschoolers. This article examines the potential benefits of implementing a RTI model in preschool settings as well as the feasibility of implementation with respect to current preschool assessment technologies, teacher preparation, and program philosophical orientations. Although the research supporting the efficacy of systematic early literacy interventions in reducing pervasive reading problems is convincing, it is concluded that current preschool programs have not embraced these findings into everyday practice. Implications for school psychologists serving young children are addressed.
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California