Embedded-Explicit Response to Intervention in Early Literacy
Interventions have been developed and evaluated to support emergent literacy in young children have typically featured an embedded or explicit orientation. The embedded–explicit model of emergent literacy intervention takes an integrated approach to emphasize practices associated with both orientations. The purpose of this research is to utilize a single subject research design in exploring the following question: Does implementing an embedded-explicit teaching model increase emergent literacy skills in preschool children at risk due to developmental or economic disadvantage?
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