Measuring Response to Early Literacy Intervention With Preschoolers at Risk

Abstract

Response to intervention (RTI) is characterized as a logical science of decision making that has applicability for early childhood, particularly in the context of multitiered intervention models. This study examined the utility of using curriculum-based early literacy measures as screening tools and for evaluating whether growth in early literacy skills was altered following brief interventions. Thirty-five preschool-age children at risk for learning difficulties participated in a 5-week intervention focused on key phonemic awareness skills delivered in classwide and individual formats. Curriculum-based measurement probes were administered each week to all children. Results showed the curriculum-based measures led to enhanced decision accuracy about children at risk for learning difficulties, particularly when combined with brief classwide interventions designed to systematically address opportunities to learn. For children who were initially low performers, weekly progress monitoring combined with classwide early literacy interventions appeared to be related to accelerated growth toward early literacy targets. Implications for the expansion of RTI decision-making frameworks in early childhood are discussed.