Center for Response to Intervention in Early Childhood

Products: The products of this project include intensive interventions for improving preschoolers' language and literacy skills and an assessment system for identifying and measuring the progress of children who need intensive intervention. Additional products include published reports, institutes, and presentations related to preschool RtI models.

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications:

Book

Carta, J. J., & Miller Young, R. (in press). Multi-tiered systems of support for young children: A guide to RTI in early education. Baltimore: Brookes.

Goldstein, H. (2017). PAth to Literacy: A Phonological Awareness Intervention for Young Children. Brookes Publishing Co. Retrieved from http://products.brookespublishing.com/PAth-to-Literacy-P965.aspx.

Goldstein, H., & Kelley, E. S. (in press). Forest Friends Storybooks. Baltimore, MD: Brookes.

McConnell, S. R., Wackerle-Hollman, A. K., Bradfield, T. A., & Rodriguez, M. C. ( 2011). See Notes field for questions about this record.

McConnell, S. R., Wackerle-Hollman, A. K., Bradfield, T. A., Rodriguez, M. C. (2010). See Notes field for questions about this record..

Book chapter

Carta, J. (in press). When Should Children be Identified and Receive Special Education Services? In B. Bateman, M. Tankersley, and J. Lloyd (Eds.), Issues in Special Education. New York: Routledge.

Carta, J. J., McElhattan, T. E., and Guerrero, G. (2016). The Application of Response to Intervention to Young Children with Identified Disabilities. Handbook of Early Childhood Special Education (pp. 163-178). Springer International Publishing. doi:10.1007/978-3-319-28492-7_10

Carta, J., and Driscoll, C. (2013). Early Literacy Interventions for Young Children With Special Needs. In T. Shanahan, and C. Lonigan (Eds.), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond (pp. 233-245). Baltimore: Paul H. Brookes.

Carta, J., and Driscoll, C. (2013). Promising Future Research Directions in Response to Intervention (RTI) in Early Childhood. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in Early Childhood (pp. 421-432). Baltimore: Paul H. Brookes.

Carta, J., Greenwood, C.R., Baggett, K., Buzhardt, J., and Walker, D. (2012). Research-Based Approaches for Individualizing Caregiving and Educational Interventions for Infants and Toddlers in Poverty. In S.L. Odom, E. Pungello, and N. Gardner-Neblett (Eds.), Infants, Toddlers, and Families in Poverty: Research Implications for Early Child Care (pp. 333-352). New York: The Guilford Press.

Carta, J.J., and Driscoll, C. (2013). Early Literacy Intervention for Children With Special Needs. In T. Shanahan, and C. Lonigan (Eds.), Early Childhood Literacy: The National Early Literacy Panel and Beyond (pp. 233-254). Baltimore, MD: Brookes.

Carta, J.J., and Greenwood, C.R. (2013). Future Challenges and New Directions in RTI. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in Early Childhood (pp. 421-432). Baltimore: Paul H. Brookes.

Greenwood, C.R. (2015). How Should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes? In B. Bateman, M. Tankersley, and J.W. Lloyd (Eds.), Enduring Issues in Special Education: Personal Perspectives (pp. 303-323). New York: Routledge. Linas, M.W., and Guerrero, G. (in press). The Use of Response to Intervention in Early Childhood. In A. Garro (Ed.), Early Childhood Assessment in School and Clinical Psychology. New York: Springer. McConnell, S. R., and Rahn, N. L. (2016). Assessment in Early Childhood Special Education. Handbook of Early Childhood Special Education (pp. 89-106). Springer International Publishing. Retrieved from http://link.springer.com/chapter/10.1007%2F978-3-319-28492-7_6.

McConnell, S. R., Bradfield, T., and Wackerle-Hollman, A. (2014). Early Childhood Literacy Screening. Universal Screening in Education Settings: Evidence-Based Decision Making for Schools (pp. 141-170). American Psychological Association. doi:10.1037/14316-006

McConnell, S.R., and Greenwood, C.R. (2013). General Outcome Measures in Early Childhood and Individual Growth and Development Indicators (IGDIs). In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in Early Childhood (pp. 143-154). Baltimore: Paul H. Brookes.

McConnell, S.R., Bradfield, T., and Wackerle-Hollman, A. (2014). Universal Early Literacy Screening. In R. Kettler, T. Glover, C. Albers, and K. Feeney-Kettler (Eds.), Universal Screening in Educational Settings: Identification, Implications, and Interpretation (pp. 141-170). Washington, DC: American Psychological Association.

Spencer, E., Spencer, T., Goldstein, H., and Schneider, N. (2013). Identifying Early Literacy Learning Needs: Implications for Child Outcome Standards and Assessment Systems. In T. Shanahan, and C. Lonigan (Eds.), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond (pp. 45-70). Baltimore: Paul H. Brookes.

Carta, J.J., Greenwood, C.R., Goldstein, H., McConnell, S., Kaminski, R., Bradfield, T., Wackerle-Hollman, A., Linas, M., Guerrero, G., Spencer, E., and Atwater, J. (2016). Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned From 5 Years of Research and Development From the Center for Response to Intervention in Early Childhood. In M.K. Jimerson, A.M. Burns, and A.M. VanDerHeyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2nd ed., pp. 587-606). New York: Springer.

Journal article

Bradfield, T., Besner, A., Wackerle-Hollman, A., Albano, A., Rodriguez, M., and McConnell, S. (2014). Redefining Individual Growth and Development Indicators: Oral Language. Assessment for Effective Intervention, 39(4): 233-244. doi:10.1177/1534508413496837

Carta, J.J., Greenwood, C.R., Atwater, J., McConnell, S.R., Goldstein, H., and Kaminski, R. (2015). Identifying Preschool Children for Higher Tiers of Language and Early Literacy Instruction Within a Response to Intervention Framework. Journal of Early Intervention, 36(4): 281-291. doi:10.1177/1053815115579937

Goldstein, H. (2011). Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention, 33(4): 268-280. doi:10.1177/1053815111429464

Goldstein, H., and Olszewski, A. (2015). Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework. Journal of Speech-Language-Hearing Research, 58(6): 1837-1850. doi:10.1044/2015_JSLHR-L-14-0351

Goldstein, H., Kelley, E. S., Greenwood , C. R., McCune, L., Carta, J. J., Atwater, J., Guerrero G., McCarthy T., Schneider N., and Spencer, T. (2016). Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research, 59(3): 484-500. doi:10.1044/2015_JSLHR-L-15-0227 Full text

Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The Response to Intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43 (9), 1-22.

Greenwood, C., Carta, J., and McConnell, S. (2011). Advances in Measurement for Universal Screening and Individual Progress Monitoring of Young Children. Journal of Early Intervention, 33: 254-267. doi:10.1177/1053815111428467

Greenwood, C.R., and McConnell, S.R. (2011). JEI Guidelines for Manuscripts Describing the Development and Testing of an Assessment Instrument or Measure. Journal of Early Intervention, 33(3): 171-185. doi:10.1177/1053815111427566 Full text

Greenwood, C.R., Carta, J.J., Atwater, J., Goldstein, H., Kaminski, R., and McConnell, S.R. (2013). Is a Response-to-Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed?. Topics in Early Childhood Special Education, 33(1): 48-64. doi:10.1177/0271121412455438

Greenwood, C.R., Carta, J.J., Spencer, E., Guerrero, G., Kong, N.Y., Atwater, J., and Goldstein, H. (2016). The Effects of a Tier 2 Vocabulary and Comprehension Storybook Intervention on Preschool Children's Early Learning: A Replication. The Elementary School Journal, 116(4): 574-599. doi:10.1086/686223

Greenwood, C.R.,Carta, J.J.,Goldstein, H., Kaminski, R.A., McConnell, S.R., and Atwater, J. (2014). The Center on Response to Intervention in Early Childhood (CRTIEC): Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction. Journal of Early Intervention, 36(4): 246-262. doi:10.1177/1053815115581209

Kaminski R.A., Powell-Smith, K.A., Hommel, A., McMahon, R., and Bravo-Aguayo, K. (2014). Development of Tier 3 Curricula to Teach Early Language and Literacy Skills. Journal of Early Intervention, 36(4): 313-332. doi:10.1177/1053815115581210

Kaminski, R., Abbott, M., Bravo-Aguayo, K., Latimer, R., and Good, R.H. (2014). The Preschool Early Literacy Indicators: Validity and Benchmark Goals. Topics in Early Childhood Special Education, 34(2): 71-82. doi:10.1177/0271121414527003

Kelley, E.S., and Goldstein, H. (2015). Building a Tier 2 Intervention: A Glimpse Behind the Data. Journal of Early Intervention, 36(4): 292-312. doi:10.1177/1053815115581657

Kelley, E.S., and Goldstein, H. (in press). Programmatic Research Guiding the Development of Tier 2 Curricula to Teach Early Language and Literacy Skills. Journal of Early Intervention.

Kong, N., and Carta, J.J. (2013). Responsive Interaction Interventions for Children With or At-Risk for Developmental Delays: A Research Synthesis. Topics in Early Childhood Special Education, 33(1): 4-17. doi:10.1177/0271121411426486

McConnell, S.R., Wackerle-Hollman, A.K., Bradfield, T.A., and Rodriguez, M. (in press). Designing a Measurement Framework to Inform an RTI Decision-Making System. Journal of Early Intervention.

Noe, S., Spencer, T.D., Kruse, L., and Goldstein, H. (2013). Effects of a Tier 3 Phonological Awareness Intervention on Preschoolers' Emergent Literacy. Topics in Early Childhood Special Education, 34(1): 27-39. doi:10.1177/0271121413489172

Rodriguez, M. I. and Wackerle-Hollman, M. (2015). Bridging the Gap: Individual Growth and Development Indicators--The Which One Doesn't Belong Task. Assessment for Effective Intervention, 40(2): 96-98. doi:10.1177/1534508414556505 Full text

Roseth, C.J., Missall, K.N., and McConnell, S.R. (2012). Early Literacy Individual Growth and Development Indicators (EL-IGDIs): Growth Trajectories Using a Large, Internet-Based Sample. Journal of School Psychology, 50(4): 483-501. doi:10.1016/j.jsp.2012.03.001

Spencer, E.J., Goldstein, H., and Kaminski, R. (2012). Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children. Young Exceptional Children, 15(1): 18-32. doi:10.1177/1096250611435367

Spencer, E.J., Goldstein, H., Sherman, A., Noe, S., Tabbah, R., Ziolkowski, R., and Schneider, N. (2012). Effects of an Automated Vocabulary and Comprehension Intervention: An Early Efficacy Study. Journal of Early Intervention, 34(4): 195-221. doi:10.1177/1053815112471990

Wackerle-Hollman, A., Rodriguez, M., Bradfield, T., Rodriguez, M., and McConnell, S., (2015). Development of Early Measures of Comprehension: Innovation in Individual Growth and Development Indicators. Assessment for Effective Intervention, 40(2): 81-95. doi:10.1177/1534508414551404 Full text

Wackerle-Hollman, A., Schmitt, B., Bradfield, T., Rodriguez, M., and McConnell, S. (2015). Redefining Individual Growth and Development Indicators: Phonological Awareness. Journal of Learning Disabilities, 48(5): 495-510. doi:10.1177/0022219413510181