Development of a Tier 3 Curriculum to Teach Early Literacy Skills

Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to...

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Bibliographic Details
Published inJournal of early intervention Vol. 36; no. 4; pp. 313 - 332
Main Authors Kaminski, Ruth A., Powell-Smith, Kelly A., Hommel, Annie, McMahon, Rose, Aguayo, Katherine Bravo
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.12.2014
SAGE PUBLICATIONS, INC
Subjects
Curricula
Curriculum Development
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Early childhood education
Early intervention
Emergent Literacy
Individualized Instruction
Instructional Effectiveness
Intervention
Language Skills
Literacy
Literacy Education
Preschool Children
Preschool Education
Response to Intervention
School Readiness
Small Group Instruction
Young Children
literacy
school readiness
preschool
instruction
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Summary:Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to achieve early literacy outcomes. The intervention consists of carefully sequenced activities and games to promote early literacy development and is designed to be implemented by an early childhood educator with small groups of one to two children during center time or small-group instruction time in the classroom. Development of, and research on, the intervention followed an iterative process leading to a sequence of studies demonstrating moderate to strong effect sizes for children who qualified for Tier 3 support. Children who received intervention were a diverse group who presented an array of challenging characteristics that required individualization of the intervention. Children progressed at different rates, and some children clearly needed more opportunities to receive the intervention. Further research is needed to investigate factors related to effectiveness of Tier 3 interventions, including characteristics of the intervention, such as duration, time, and group size, as well as the characteristics of children who respond/do not respond.
ISSN:1053-8151
2154-3992
DOI:10.1177/1053815115581210