Skip to main content
SpringerLink
Log in

Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children’s needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children’s needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Barnes, A. C., & Harlacher, J. E. (2008). Clearing the confusion: Response-to-Intervention as a set of principles. Education & Treatment of Children, 31, 417–431.

    Google Scholar 

  • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response to Intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66–79.

    Article  Google Scholar 

  • Bayat, M., Mindes, G., & Covitt, S. (2010). What does RtI (Response to Intervention) look like in preschool? Early Childhood Education Journal, 37, 493–500.

    Article  Google Scholar 

  • Brownell, M., Sindelar, P. T., Kiely, K. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76, 357–377.

    Google Scholar 

  • Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness to intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381–394.

    Article  Google Scholar 

  • Buysse, V., & Peisner-Feinberg, E. (2010). Recognition & response: Response to intervention for Pre-K. Young Exceptional Children, 13(4), 2–13.

    Article  Google Scholar 

  • Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian project. Applied Developmental Science, 6(1), 42–57.

    Article  Google Scholar 

  • Clark, P., & Zygmunt-Fillwalk, E. (2008). Ensuring school readiness through a successful transition to kindergarten: The Indiana Ready School Initiative. Childhood Education, 84(5), 287–293.

    Article  Google Scholar 

  • Coleman, M. R., Buysse, V. & Neitzel, J. (2006a). Recognition & Response: An early intervening system for young children at-risk for learning disabilities. Executive summary. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute.

  • Coleman, M. R., Buysse, V., & Neitzel, J. (2006b). Establishing the evidence base for an emerging early childhood practice: Recognition and Response. In V. Buysse & P. W. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 195–225). Washington: Zero to Three Press.

    Google Scholar 

  • Currie, J., & Thomas, D. (2000). School quality and the longer-term effects of Head Start. The Journal of Human Resources, 35(4), 755–774.

    Article  Google Scholar 

  • Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in Response to Intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36(4), 562–581.

    Google Scholar 

  • Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington: NAEYC.

    Google Scholar 

  • Fox, L., Carta, J., Strain, P. S., Dunlap, G., & Hemmeter, M. L. (2010). Response to Intervention and the Pyramid Model. Infants & Young Children, 23(1), 3–13.

    Article  Google Scholar 

  • Fuchs, D., & Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99.

    Article  Google Scholar 

  • Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness to intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157–171.

    Article  Google Scholar 

  • Fuchs, D., Fuchs, L. S., & Vaughn, S. (Eds.). (2008). Response to intervention. Newark, DE: International Reading Association.

    Google Scholar 

  • Gersten, R., Backmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., et al. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

  • Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., et al. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

  • Institute of Education Sciences (2012). Statewide longitudinal data grant systems program. Retrieved from http://nces.ed.gov/programs/SLDS/about_SLDS.asp. on December 15, 2011.

  • Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2007). Response to intervention at school: The science and practice of assessment and intervention. In S.R.J., M.K.B., & A.V. (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 3–9). New York: Springer U.S.

  • Justice, L. M. (2006). Evidence-based practice, response to intervention, and the prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 284–297.

    Article  Google Scholar 

  • Kagan, S. L., & Tarrant, K. (Eds.). (2010). Transition for young children: Creating connections across early childhood systems. Baltimore, MD: Brookes.

    Google Scholar 

  • Kagan, S. L., Carroll, J., Comer, J., & Scott-Little, C. (2006). Alignment: A missing link in early childhood transitions? Young Children, 61(5), 26–32.

    Google Scholar 

  • Lee, V. E., & Loeb, S. (1995). Where do Head Start attendees end up? One reason why preschool effects fade out. Educational Evaluation and Policy Analysis, 17, 62–82.

    Google Scholar 

  • Mangione, P. L., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. The Elementary School Journal, 98(4), 381–397.

    Article  Google Scholar 

  • Marston, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539–544.

    Google Scholar 

  • Milbourne, S. A., & Campbell, P. H. (2007). CARA’s Kit (Creating Adaptations for Routines and Activities). Missoula, MT: Division for Early Childhood.

    Google Scholar 

  • Missall, K. N., & McConnell, S. R. (2010). Early literacy and language IGDIs for preschool-aged children. In J. J. Carta & C. Greenwood (Eds.), Individual Growth and Development Indicators: Tools for monitoring progress and measuring growth in very young children (pp. 181–201). Baltimore, MD: Brookes.

    Google Scholar 

  • National Association of State Directors of Special Education. (2005). Response to Intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

  • Pinata, R. C., Cox, M. J. & Snow, K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (Eds.). Baltimore, MD: Brookes. Table of Contents is available at http://www.brookespublishing.com/store/books/pianta-68905/index.htm.

  • Ramey, S. L., & Ramey, C. T. (1998). The transition to school: Opportunities and challenges for children, families, educators, and communities. The Elementary School Journal, 98(4), 293–295.

    Article  Google Scholar 

  • Reynolds, A. J. (2003). The added value of continuing early intervention into the primary grades. In A. J. Reynolds, M. C. Wang, & H. J. Walberg (Eds.), Early childhood programs for a new century. Washington, DC: Child Welfare League of America Press.

    Google Scholar 

  • Reynolds, A. J., Temple, J. A., Roberson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association, 285, 2339–2346.

    Article  Google Scholar 

  • Rous, B., & Hallam, R. (2007). Tools for transition in early childhood: A step-by-step guide for agencies, teachers, and families. Baltimore, MD: Brookes.

    Google Scholar 

  • Rous, B., Hallam, R., McCormick, K., & Cox, M. (2010). Practices that support the transition to public preschool programs: Results from a National Survey. Early Childhood Research Quarterly, 25(1), 17–32.

    Article  Google Scholar 

  • Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs (2nd ed.). Baltimore, MD: Brookes.

    Google Scholar 

  • Spectrum K12. (2010). Response to intervention (RTI) adoption survey 2010. Towson, MD: Spectrum K12 School Solutions.

  • Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18, 147–156.

    Google Scholar 

  • The Early Childhood Data Collaborative. (2010). Coordinated state early care and education data systems: What’s next in the states? Retrieved from http://www.ncsl.org/documents/cyf/coordinated_ece_datasystems.pdf on December 15, 2011.

  • Vellutino, F., Scanlon, D., Small, S., & Fanule, D. (2006). Response to Intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157–169.

    Google Scholar 

  • Yeboah, D. A. (2002). Enhancing transition from early childhood phase to primary education: Evidence from the research literature. Early Years, 22(1), 51–68.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Special Education, University of Northern Colorado, Campus Box 141, Greeley, CO, 80639, USA

    Corey D. Pierce

  2. Department of Educational Psychology and Special Education, Southern Illinois University Carbondale, MC 4618, Carbondale, IL, 62901, USA

    Deborah A. Bruns

Authors
  1. Corey D. Pierce
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Deborah A. Bruns
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Corey D. Pierce.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Pierce, C.D., Bruns, D.A. Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School. Early Childhood Educ J 41, 347–354 (2013). https://doi.org/10.1007/s10643-012-0572-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-012-0572-3

Keywords

Search

Navigation