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Abstract
Early childhood educators working within a Response to Intervention (RTI) framework are concerned with monitoring children's progress to make appropriate adjustments to their teaching to promote language and literacy development. A curriculum-based approach can be effective in helping teachers to maximize the quality of universal instruction for all students and to provide differentiated support for individual children. This article describes the application of curriculum-based, progress-monitoring procedures and multitiered instruction in classrooms serving low-income preschoolers. Preliminary data document the benefits of utilizing curriculum-based, progress-monitoring data and providing teachers with training and support to differentiate instruction to improve early literacy outcomes.
Acknowledgments
We want to thank the teachers and children in the Social Development Commission of Milwaukee Head Start Program for their participation in this study.
This study was supported, in part, by the U.S. Department of Education, Office of Elementary and Secondary Education, Early Reading First Program Grant S359A040145. Any opinions, findings, and conclusions or recommendations expressed in this publication are ours and do not necessarily reflect the views of the U.S. Department of Education or those of the University of Wisconsin.
Notes
1. The multiyear project within which the study reported in this paper was conducted was initiated in 2005, prior to the publication of the PPVT-4 and the Get Ready to Read (GRTR) Revised. To maintain consistency across years, we continued to use the earlier versions of each measure, including during the present study. The psychometric data reported in the text apply to the PPVT-III (1997) and prepublication, 20-item version of the GRTR (2001).