Project Activities
Recognition and Response contains measures, interventions, and activities associated with three components: (1) recognition of children who need more intensive interventions to learn key early literacy skills. (2) response to children's literacy needs using a hierarchy of research-based curricula and focused interventions, and (3) a collaborative problem-solving process to support data-driven decision-making. A three year development process is planned, and approximately 20 preschool classrooms from North Carolina will participate in the study over the three years. During the first year, the focus will be on planning and development. Each component of the system will be manualized, professional development activities will be finalized, and intervention fidelity and social validity measures will be created. During year two, each component of the model will be implemented and refined. In the third year, the entire Recognition and Response model will be implemented to evaluate the extent to which teachers implement the system as intended.
Structured Abstract
Setting
The research will occur in North Carolina.
Sample
Approximately 20 pre-kindergarten classrooms will participate in the study over three years. The classrooms will serve children from a range of ethnically and economically diverse backgrounds.
Recognition and Response contains measures, interventions, and activities associated with three components: (1) recognition of children who need more intensive interventions to learn key early literacy skills. (2) response to children's literacy needs using a hierarchy of research-based curricula and focused interventions, and (3) a collaborative problem-solving process to support data-driven decision-making. The Read It Again! curriculum will be adapted to fit the three-tiered Recognition and Response framework.
Research design and methods
A three phase development process is planned. During the first year, the focus of the research will be on planning and development. Each component of the system will be manualized, professional development activities will be finalized, and intervention fidelity and social validity measures will be created. During year two, each component of the model will be implemented and refined. In the third year, the entire Recognition and Response model will be implemented to evaluate the extent to which teachers implement the system as intended.
Control condition
Because the purpose of this project is to develop an intervention and evaluate its implementation in pre-kindergarten classrooms, a control or comparison condition will not be used.
Key measures
Data on children's language and early literacy development will be collected. In addition, researchers will collect survey and observational data on the feasibility of implementation and usability of the Recognition and Response materials, tools, and procedures. Researchers will also collect demographic information related to children, their families, and teachers. Finally, data will be collected on the quality of the classroom environment, particularly on its early literacy environment.
Data analytic strategy
Descriptive quantitative statistics and multivariate estimation techniques will be used to evaluate the fidelity of implementation and social validity of the Recognition and Response model. In addition, data will be analyzed to determine the extent to which use of Recognition and Response changed the quality of classroom instruction.
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project include a fully developed preschool Response to Intervention model, published reports, and presentations.
Book
Buysse, V., Peisner-Feinberg, E.S., and Ginsburg, H.P. (2013). Handbook of Response to Intervention in Early Childhood. Baltimore, MD: Paul Brookes.
Book chapter
Buysse, V., and Peisner-Feinberg, E. (2013). Response to Intervention: Conceptual Foundations for the Early Childhood Field. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention in Early Childhood (pp. 3-23). Baltimore: Brookes.
Buysse, V., Peisner-Feinberg, E., Soukakou, E., LaForett, D., Fettig, A., and Schaaf, J. (2013). Recognition and Response: A Model of RTI to Promote Academic Learning in Early Education. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of RTI in Early Childhood (pp. 69-84). Baltimore: Brookes Publishing.
LaForett, D., Peisner-Feinberg, E., and Buysse, V. (2013). Recognition and Response for Dual Language Learners (R&R-DLL). In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of RTI in Early Childhood (pp. 121-142). Baltimore: Brookes.
Peisner-Feinberg, E., and Buysse, V. (2013). The Role of Assessment Within Response to Intervention in Early Education. In V. Buysse, and E. Peisner-Feinberg (Eds.), Handbook of RTI in Early Childhood (pp. 121-142). Baltimore: Brookes.
Peisner-Feinberg, E., Buysse, V., Ayers, L.M., and Soukakou, E. (2011). Recognition and Response: Response to Intervention for Prekindergarten. In C. Groark, S.M. Eidelman, L. Kaczmarek, and S. Maude (Eds.), Early Childhood Intervention: Shaping the Future for Children with Special Needs and their Families (pp. 37-53). Santa Barbara, CA: Praeger.
Journal article, monograph, or newsletter
Buysse, V., and Peisner-Feinberg, E. (2010). Recognition and Response: Response to Intervention for Pre-K. Young Exceptional Children , 13(4): 2-13. doi:10.1177/1096250610373586
Buysse, V., Peisner-Feinberg, E., Soukakou, E., Fettig, A., Schaaf, J., and Burchinal, M. (2016). Using Recognition & Response (R&R) to Improve Children's Language and Literacy Skills: Findings from Two Studies. Early Childhood Research Quarterly, 36. doi:10.1016/j.ecresq.2015.11.005
LaForett, D.R., Fettig, A., Peisner-Feinberg, E.S., and Buysse, V. (2012). Recognition and Response for Dual Language Learners: Instructional Adaptations for Young Dual Language Learners. Young Exceptional Children Monograph Series, 14: 115-132.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
