Teaching Together: Pilot Study of a Tiered Language and Literacy Intervention with Teachers and Families

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Education, Schooling

Abstract

This pilot study examined Teaching Together, a new Multi-Tiered Systems of Support (MTSS) intervention for preschoolers at risk for later reading difficulties. The intervention included aligned, supplemental curricular and education opportunities for teachers and families to improve preschoolers’ academic language and literacy skills. Teachers learned to provide tiered evidence-based supports in the classroom. Parents, including linguistically diverse families, learned the value of maintaining their child’s home language and strategies to support informal learning at home. About 66% of children were dual language learners. Classrooms were randomly assigned to intervention (n=17) or a waitlist-control group (n=16). Amongst 426 screened children, 170 children who scored below a benchmark were randomly assigned to one of three intervention levels – Tier 1 Only (n = 38), Tier 2 Basic (n = 29), Tier 2 Enhanced (n = 31) – or control (n = 72). Tier 1 featured whole-group classroom instruction and family workshops. Tier 2 Basic added small-group classroom instruction alongside extra family materials and communication. Tier 2 Enhanced added individualized parent coaching. For language outcomes, only the most intensive Tier 2 Enhanced intervention significantly improved children’s taught academic vocabulary (g = 0.46). Yet the Tier 1 Only intervention showed promise on a standardized vocabulary measure (g = 0.39). The Tier 2 Basic intervention showed the least promising patterns on language outcomes. Unexpectedly, all intervention groups showed negative results on literacy outcomes (g = -.09 to -.39), likely due to insufficient intensity or the curriculum’s lack of fit for this Head Start sample. Importantly, heterogeneity of intervention response occurred even within this at-risk sample such that children at higher skill levels often benefited more from the academic language components of the intervention. We discuss implications for MTSS in early childhood education and family engagement approaches.

Authors

• Tricia A Zucker, University of Texas Health Science Center at Houston
  Presenting Author

• Sonia Q Cabell, Florida State Univeristy
  Non-Presenting Author

• Yaacov Petscher, Florida State University
  Non-Presenting Author

• Susan H. Landry, University of Texas Health Science Center at Houston
  Non-Presenting Author