Assessment is at the center of a decision-making model within a Response to Intervention (RTI) framework. Assessments that can be used for universal screening and progress monitoring in early childhood RTI models are needed that are both psychometrically sound and appropriate to meet developmental needs of young children. The Preschool Early Literacy Indicators (PELI), an assessment tool developed for screening and for progress monitoring, was designed to incorporate psychometrically sound assessment practices within an authentic assessment format. The current study provides data on concurrent and predictive validity of the PELI as well as analyses leading to the development of preliminary benchmark goals on the PELI. The PELI demonstrates significant differences in performance by age and growth in early literacy and language skills across the preschool years. Correlations between the PELI and criterion measures of similar skills are moderate to strong and predictive probabilities with respect to outcome measures are moderate to strong.
Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to achieve early literacy outcomes. The intervention consists of carefully sequenced activities and games to promote early literacy development and is designed to be implemented by an early childhood educator with small groups of one to two children during center time or small-group instruction time in the classroom. Development of, and research on, the intervention followed an iterative process leading to a sequence of studies demonstrating moderate to strong effect sizes for children who qualified for Tier 3 support. Children who received intervention were a diverse group who presented an array of challenging characteristics that required individualization of the intervention. Children progressed at different rates, and some children clearly needed more opportunities to receive the intervention. Further research is needed to investigate factors related to effectiveness of Tier 3 interventions, including characteristics of the intervention, such as duration, time, and group size, as well as the characteristics of children who respond/do not respond.
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