Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention

Na Young Kong, Judith J. Carta, Charles R. Greenwood

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children’s response to a supplemental literacy intervention (Story Friends) in two classrooms. Children with weak vocabulary skills were identified and received the intervention. The extremes in children’s response to Story Friends ranged from highly effective to very ineffective. In one classroom, three children who were not responsive to Story Friends received additional intervention components. Two of these children acquired new vocabulary words at rates comparable to highly responsive peers receiving Story Friends only, and greater than peers in both classrooms not receiving additional support. The third child was dropped due to refusal to attend sessions. Children’s lack of learning the control words demonstrated that their progress on the taught words was not due simply to listening to the words read in the stories.

Original languageEnglish (US)
Pages (from-to)86-99
Number of pages14
JournalTopics in Early Childhood Special education
Volume41
Issue number2
DOIs
StatePublished - Aug 2021
Externally publishedYes

Keywords

  • multitiered systems of support
  • prekindergarten
  • problem-solving interventions
  • repeated acquisition single-case design
  • supplemental vocabulary intervention

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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