Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children

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A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, background): “Promising preliminary results suggest that, when struggling students receive instruction in a tiered format, most of them experience accelerated learning and make encouraging learning gains (e.g., Gettinger & Stoiber, 2007; Simmons et al., 2008; Wanzek & Vaughn, 2008).”
Links Among Home Literacy Environment, Literacy Interest, and Emergent Literacy Skills in Preschoolers At Risk for Reading Difficulties (2012, background): “…appropriate activities that support children’s acquisition of important literacy skills and at the same time enhance their interest in and enjoyment of literacy activities may be especially valuable both in the home and preschool settings (cf. Dunst et al., 2001; Gettinger & Stoiber, 2008).”
Effects of an Individualized Narrative Intervention on Children’s Storytelling and Comprehension Skills (2013, background): “To strengthen prevention and differentiated intervention efforts, multitiered systems of support are now reaching preschool children (e.g., gettinger & Stoiber, 2008; greenwood et al., 2011; e. Spencer, goldstein, et al., 2012; T. D. Spencer et al., 2014).”