Development, Validation, and Evaluation of Literacy 3D: A Package Supporting Tier 1 Preschool Literacy Instruction Implementation and Intervention. (May 2017)

• Record Type: Journal Article
• Authors: Greenwood, Charles R.; Abbott, Mary; Beecher, Constance; Atwater, Jane; Petersen, Sarah
• Is Part Of: Topics in early childhood special education. Volume 37:Number 1(2017:May)
• Page Start: 29
• Page End: 41
• Publication Date: 2017-05
• Subjects: behavior -- classroom -- at risk for developmental delays/disabilities -- early education programs -- evidence-based practices -- literacy -- intervention strategies -- phonological awareness; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121416652103
• Languages: English
• ISSNs: 0271-1214

Abstract

Increasingly, prekindergarten programs with literacy outcome goals are seeking to implement evidence-based practices to improve results. Such efforts require instructional intervention strategies to engage children as well as strategies to support teacher implementation. Reported is the iterative development of Literacy 3D, an enhanced support system for Tier 1 literacy instruction that combines evidence-based strategies for teacher implementation with instructional intervention strategies. A waitlist randomized control trial (W-RCT) design was used over two years. In Year 1, classroom clusters were randomized to two groups, one Literacy 3D and the other a waitlist BAU comparison. In Year 2, the waitlist group received Literacy 3D. First year results indicated that Literacy 3D was promising with regard to improving teachers' use of Literacy 3D practices as well as some intermediate teacher outcomes. Improvements were made and re-tested with the waitlist group in Year 2. Results produced better outcomes in teacher, child, and early literacy outcomes. Implications are discussed.