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Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children

University of Wisconsin-Madison, mgetting{at}wisc.edu.

Karen Stoiber

University of Wisconsin-Milwaukee

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.

Key Words: early literacy • response-to-intervention • progress monitoring • multitiered instruction • Head Start

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Topics in Early Childhood Special Education, Vol. 27, No. 4, 198-213 (2008)
DOI: 10.1177/0271121407311238


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Gettinger, M. Articles by Stoiber, K. Search for Related Content Social Bookmarking                         What's this?