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Related Experiment Video

Updated: Jun 19, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Response to intervention: implications for early childhood professionals.

Sarah Jackson¹, Kristie Pretti-Frontczak, Sanna Harjusola-Webb

¹Kent State University, Center for Excellence in Early Childhood Research and Training,Kent, OH, USA. sljackso@kent.edu

Language, Speech, and Hearing Services in Schools

|October 6, 2009

Summary

Building strong early childhood communities and using a curriculum framework are key for interdisciplinary practice. This approach extends response to intervention (RtI) principles, enhancing outcomes for young children with speech-language pathologists (SLPs) on teams.

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Assessing Dyslexia at Six Year of Age

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Published on: May 1, 2020

Area of Science:

Early Childhood Education
Interdisciplinary Practice
Speech-Language Pathology

Background:

Response to Intervention (RtI) principles offer a framework for supporting diverse learners.
Early childhood education settings benefit from structured approaches to intervention and support.
Interdisciplinary collaboration is crucial for comprehensive child development services.

Purpose of the Study:

To highlight the significance of interdisciplinary practice in early childhood education.
To introduce a curriculum framework for applying Response to Intervention (RtI) principles.
To guide early childhood providers, including speech-language pathologists (SLPs), in implementing a comprehensive framework.

Main Methods:

Reviewed literature on Response to Intervention (RtI) to identify core principles.
Aligned RtI principles with recommended practices in early childhood education.
Gathered evidence supporting a curriculum framework as an RtI model for early childhood settings.

Main Results:

Identified overlapping principles between RtI and early childhood education practices.
Demonstrated the applicability of a curriculum framework for RtI in early childhood.
Highlighted the need for understanding framework elements for successful implementation.

Conclusions:

Speech-language pathologists (SLPs) are vital to early educational teams using RtI and curriculum frameworks.
SLPs contribute essential expertise to ensure children meet critical developmental outcomes.
Effective implementation hinges on all team members understanding and applying the curriculum framework's components.