Father with Pre-K children

Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings

Written by Mary Ruth Coleman, Ph.D., Froma P. Roth, Ph.D., & Tracey West, Ph.D. | January 25, 2014

For a variety of reasons, young children entering preschool may not have had the opportunities needed at home or in childcare to learn the language, early literacy and social-emotional regulation skills expected. Preschool Response to Intervention (RTI) promises a means of preventing these early delays from becoming learning disabilities.

This NCLD report, Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings, provides early childhood experts, policy makers, advocates and others an explanation of how the essential components of RTI—universal screening and progress-monitoring with research-based, tiered interventions—can be applied in preschool settings.

Programs: