Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood

The purpose of this Development and Innovation study was to develop and evaluate the R&R-language and literacy system for use by pre-k teachers. R&R is based on RTI principles and has a dual focus on improving the quality of instructional practices for all children as well as providing additional supports for some children to ensure that every child succeeds in school. The specific aims included: (1) design, test, and revise the assessment component of the R&R-language and literacy system; (2) design, test, and revise the instruction/tiered intervention component of the R&R-language and literacy system; and (3) conduct a pilot study to evaluate the promise of the R&R-language and literacy system for improving classroom practices and child outcomes. The study sample included 26 public school pre-k classroom teachers in North Carolina and 366 4-year-olds (50% boys) enrolled in these classrooms. The study employed a quasi-experimental design comparing target children (those who received the tiered interventions based on universal screening scores) to a comparison group of their classmates (the children in their classrooms who did not receive the tiered interventions).

Project Website: Recognition & Response
FPG Project Staff:
Ellen S. Peisner-Feinberg, Principal Investigator
Margaret R. Burchinal, Statistician
Funding Agency: U.S. Department of Education
Funding Period: 07/01/2008 - 06/30/2012
Award Amount: $1,340,381
For more information, please contact: randr@unc.edu