FOR IMMEDIATE RELEASE
Contact: Christina Davis, Brookes Publishing
410-337-9580 x120; cdavis@brookespublishing.com
BALTIMORE, Maryland (April 11, 2013) – Response to Intervention (RTI) is now a widely used instructional approach in K–12 classrooms across the country. However, the early childhood field is only in the beginning stages of understanding this tiered approach to instruction and how it can be used to link assessments to instructional decision-making for children birth to age 5. Now available from Brookes Publishing, the Handbook of Response to Intervention in Early Childhood is the first authoritative source of information on how RTI can address the educational needs of an increasingly diverse population of young children and families. With contributions from more than 60 top scholars, this volume presents the best available scholarship on RTI to help researchers, administrators, and practitioners understand how this approach is designed to support young children’s academic learning and social-emotional development.
Through twenty nine chapters, the volume addresses important information on several components of RTI within early childhood, including: the origins and conceptual foundations of RTI; the use of assessment, curriculum, and instruction within RTI; adapting RTI for diverse learners; and identifying program- and systems-level supports for implementing RTI.
David K. Dickinson, Ed.D., a Professor in the Department of Teaching and Learning at Vanderbilt University, described the volume as “a remarkably clear and comprehensive overview of RTI that is framed specifically for early childhood audiences … this much-needed volume is appearing at a critical time as the early childhood world is beginning to embrace principles of RTI.” As Russell Gersten, Ph.D., Executive Director of Instructional Research Group stated, “I believe this comprehensive volume can help launch an exciting era of RTI in early childhood education.” For more information on Handbook of Response to Intervention in Early Childhood or to read a chapter excerpt, visit http://bit.ly/RTIinEC. To learn more about an online course on tiered instruction in early childhood, visit http://www.qassist.com.
About the Editors:
Virginia Buysse, Ph.D., is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. Dr. Buysse’s research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverse learners.
Ellen Peisner-Feinberg, Ph.D., is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. Dr. Peisner-Feinberg’s research experience is in early childhood, developmental psychology, and program evaluation. Dr. Peisner-Feinberg has conducted numerous statewide and national research studies focused on the quality of early education programs and initiatives; the effects on children, especially dual language learners and children at risk; and quality improvement strategies.
Together, they are Principal Investigators of Recognition and Response (R&R), a model of response to intervention for prekindergarten that addresses academic learning for young children with varying learning characteristics and includes all of the key RTI components.
About Brookes Publishing:
Brookes Publishing is the premier publisher of practical, research-based resources that boost the learning and success of all people, with and without disabilities. For 35 years, the company has partnered with top experts on trusted books and tools that improve lives—from the critical early years through adulthood. Brookes Publishing is headquartered in Baltimore, Maryland.
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