Recognition and Response: Addressing Early Learning Difficulties in Math Through an RTI Model for Pre-K

This project is developing and evaluating a Recognition & Response model (R&R-math) to address the development of pre-k children’s mathematics skills in public school pre-k classrooms. This proposal builds on previous research in which R&R was found to be effective in improving key language and literacy skills for pre-k children. Consistent with a Response to Intervention approach, the R&R system consists of recognition–universal screening and progress monitoring and response–foundational instruction and tiered interventions based on assessment results. The project will gather data in 20 classrooms (n=320 children/year) in Years 1-2 and utilize an iterative process to develop, refine, and evaluate the feasibility and fidelity of implementation of the R&R components for mathematics. A small-scale pilot study using a quasi-experimental design in Year 3 will include 20 pre-k classrooms (n=320 children) implementing R&R-math and a matched comparison group of 10 classrooms (n=160 children) from the same school system to evaluate the promise of the intervention.

FPG Project Staff:
Virginia M. Buysse, Principal Investigator
Ellen S. Peisner-Feinberg, Principal Investigator
Doré R. LaForett, Investigator
Funding Agency: U.S. Department of Education
Funding Period: 03/01/2012 - 02/28/2015
Award Amount: $1,500,000