Child Care and Early Education Research Connections

Skip to main content

Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families

Share
Description:

This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). MTSS frameworks typically use primary, secondary, and tertiary interventions to prevent or ameliorate academic difficulties. Preventing reading difficulties should begin in early childhood education (ECE) programs using evidence-based Tier 1 instruction with all children, Tier 2 targeted instruction for children with weak skills, and specialized Tier 3 interventions for children with special needs (Carta & Miller-Young, 2019). The present study focuses on a sample of Head Start children who are both experiencing poverty and scoring below early language and literacy screening benchmarks. MTSS studies in pre-kindergarten (pre-k) classrooms are feasible and promising (e.g., Buysse et al., 2016), yet more information is needed on the intensity of supports children experiencing poverty and children from language minority backgrounds require. These profiles of learners are at elevated risk for longer-term language and literacy difficulties (e.g., Chatterji, 2006; Hoff, 2013; Scheffner Hammer et al., 2014). This study begins to explore which combination of resources are the most parsimonious, yet effective for improving language and literacy skills for such learners. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

When does 1+1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills

Reports & Papersview

Assessment of heterogeneous Head Start treatment effects on cognitive and social‑emotional outcomes

Reports & Papersview

Build an effective, efficient and equitable early care and education (ECE) system: A case study of system development and evaluation

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT