Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood

Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators

“…Third, differentiated intervention may be an important tool for reducing initial differences in language and early literacy skills. MTSS, or response to intervention in early childhood, have been developed to implement such differentiated intervention (Carta et al, 2016). MTSS in early childhood requires an assessment system for seasonal universal screening and aligned progress monitoring, and the measures evaluated here were designed for that purpose (Greenwood et al, 2011).…”

“…Acquisition of these language and early literacy skills and competencies can and, in many instances, should be monitored and taught (Carta et al, 2016). Much of this teaching of language and early literacy skills occurs in the context of multitiered systems of support (MTSS) such as response to intervention, where universal screening and other assessment approaches help identify individual children for whom supplemental or more intensive intervention is required (Carta et al, 2016). As a result, systems for evaluating current performance and monitoring progress of language and early literacy development among preschool children are increasingly common (Greenwood, Carta, & McConnell, 2011).…”

“…Long-term reading and literacy outcomes are influenced by skills and competencies acquired during the preschool years (National Early Literacy Panel, 2008; Walker, Greenwood, Hart, & Carta, 1994). Acquisition of these language and early literacy skills and competencies can and, in many instances, should be monitored and taught (Carta et al, 2016). Much of this teaching of language and early literacy skills occurs in the context of multitiered systems of support (MTSS) such as response to intervention, where universal screening and other assessment approaches help identify individual children for whom supplemental or more intensive intervention is required (Carta et al, 2016).…”

Handbook of Early Childhood Special Education

“…McConnell, Wackerle-Hollman, and Bradfi eld ( 2014 ) describe screening practices to identify individual children for intervention in language and early literacy multi-tiered systems of support. These systems are increasingly common in early childhood programs serving children with and without disabilities and can identify individual children who are not acquiring age-or domain-appropriate skills related to the long-term achievement of reading profi ciency so that these children can receive further help to improve their achievement (Carta et al, 2016 ).…”

Exceptional Children Using Technology Acceptance Model Based on Android Application

“…In fact, from year to year there is an increase in the number of disabilities. Data is processed from the Special School and community disabilities [8]. This problem is the goal of this research.…”