000			02500nam a22002417a 4500
003			ZW-GwMSU
005			20221108143511.0
008			221108b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_a Lonigan, Christopher J _eauthor
245			_aResponse to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties _ccreated by Christopher J Lonigan , Beth M Phillips
264			_aFlorida _bAmerican Psychological Association _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aAlthough response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties.
650			_aexperiment
650			_aliteracy
650			_apreschool
856			_u DOI: 10.1037/edu0000054
942			_2lcc _cJA
999			_c160183 _d160183