Participation in high quality early intervention programs is critical for eligible young children who experience atypical development for their future academic success. High quality programs promote access to services, incorporate instructional strategies that encourage children's participation, and advocate public policy that supports…

A single case study design was employed to describe the nature of one teacher's verbal scaffolding used during differentiated reading instruction in a kindergarten classroom. The teacher participant was selected from a group of exemplary teachers nominated from two school districts in southwestern Pennsylvania. Multiple sources of data, including…