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Multitiered early literacy identification in 3-year-old children in Head Start settings

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Description:

This study examines 3-year-old children’s potential need for additional early literacy support, extending and replicating a previous investigation that identified prekindergarten children (i.e., 4-year-olds) in Head Start classrooms for additional tiers of early literacy support. The sample included 143 children from Head Start centers in a southeastern, urban region of the United States who had received both fall and spring administrations of an early literacy screener (i.e., Get Ready to Read! —Revised). Standard scores were used to classify children into three tiers, and child tier movement from fall to spring was analyzed. Results support the feasibility of a tiered approach for examining 3-yearold children’s early literacy instructional needs. This might allow researchers and practitioners to provide intervention to children much sooner, thereby increasing the potential for positive long-term reading outcomes (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.

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