Multitiered Early Literacy Identification in 3-Year-Old Children in Head Start Settings

Three-year-old children are seldom the focus in studies about supplemental early literacy instructional support. This study examines 3-year-old children's potential need for additional early literacy support, extending and replicating a previous investigation that identified prekindergarten children (i.e., 4-year-olds) in Head Start classrooms for additional tiers of early literacy support. The sample included 143 children from Head Start centers in a southeastern, urban region of the United States who had received both fall and spring administrations of an early literacy screener (i.e., Get Ready to Read! -Revised). Standard scores were used to classify children into three tiers, and child tier movement from fall to spring was analyzed. Results support the feasibility of a tiered approach for examining 3-year-old children's early literacy instructional needs. This might allow researchers and practitioners to provide intervention to children much sooner, thereby increasing the potential for positive long-term reading outcomes.