Authors: Gettinger M, Stoiber K
Title: Applying a response-to-intervention model for early literacy development in low-income children
Source: Topics in Early Childhood Special Education 2008 27(4): 198-213
Year: 2008
Research Design: Non Randomised Controlled Trial
Rating Score: 02/10
This rating is confirmed
Eligibility specified - N
Random allocation - N
Concealed allocation - N
Baseline comparability - N
Blind subjects - N
Blind therapists - N
Blind assessors - N
Adequate follow-up - N
Intention-to-treat analysis - N
Between-group comparisons - Y
Point estimates and variability - Y

This article describes the design and implementation of a program that incorporates a response-to-intervention (RTI) framework for promoting the development of early literacy and language skills among low-income minority children. The early literacy program, called the Exemplary Model of Early Reading Growth and Excellence, or EMERGE, combines classroom practices that are grounded in empirical research, a multitiered intervention hierarchy, high-quality professional development, and continuous progress monitoring to help children in Head Start classrooms acquire early literacy competencies to prepare them for later success in school. Preliminary program evaluation data are presented, and challenges associated with applying an RTI model in early childhood education are addressed.

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