Applying a response-to-intervention model for early literacy development in low-income children

Author(s): Gettinger, Maribeth; Stoiber, Karen C.;
Date Issued: Winter 2007
Publisher(s): Pro-Ed (Firm)
Description: A description of the design and implementation and a preliminary evaluation of the Exemplary Model of Early Reading Growth and Excellence (EMERGE) early literacy program in 15 preschool classrooms in low-income areas of Milwaukee
show entire record ↓
Journal Title: Topics in Early Childhood Special Education
Volume Number: 27
Issue Number: 4
Page Range: 198-213
Topics: Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
States: WISCONSIN
ISSN: 0271-1214 Paper
1538-4845 Online
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Individual Growth and Development Indicator: Picture Naming Instruments
Phonological Awareness Literacy Screening: Pre-Kindergarten Instruments
Peabody Picture Vocabulary Test (3rd ed.) Instruments
Individual Growth and Development Indicator: Alliteration Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

National evaluation of Early Reading First: Final report Reports & Papers
National evaluation of Early Reading First: Final report [Executive summary] Executive Summary
Leveling the playing field: Fostering literacy after-school Reports & Papers
Maternal elaborative reminiscing increases low-income children's narrative skills relative to dialogic reading Reports & Papers
Kindergarten readiness and performance of Latino children participating in Reach Out and Read Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate