Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families

Abstract

• We examine a tiered, language and literacy supplemental program at school and home. • The most intensive tiered intervention positively impacted proximal word learning. • The least intensive intervention showed evidence of promise on distal word learning. • There were unexpected negative literacy impacts, particularly for DLL. • DLL did not respond differentially on language measures.