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Al Otaiba, Stephanie – Journal of Early Childhood Teacher Education, 2005
Converging research has demonstrated the importance of early literacy intervention to prevent reading disabilities. However, no one program can meet the needs of all children. One proposed revision of current special education identification procedures is known as the response-to-intervention (RTI) model. RTI will require that early childhood…
Descriptors: Reading Difficulties, Intervention, Young Children, Preschool Teachers