Published Online: October 6, 2009
Published in Print: October 7, 2009, as Early-Childhood Education

Report Roundup

Early Childhood Education

"Recognition & Response"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A new approach for promoting language and literacy skills in preschool children helped teachers improve instruction for all their pupils and identify those who needed additional academic support, according to a study by the FPG Child Development Institute, at the University of North Carolina at Chapel Hill.

The approach, called Recognition & Response, is based on “response to intervention,” or RTI, a multitiered method of instruction that includes regular monitoring of student progress and support services for those who struggle to learn to read.

The study looked at 353 children in 24 child-care, Head Start, and public preschool programs in Maryland and Florida. It found that children targeted for intervention progressed more rapidly than peers who didn't receive the additional instruction, and that they improved significantly in basic language and literacy skills.

Vol. 29, Issue 06, Page 5

Related Stories
You must be logged in to leave a comment. Login | Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented