Center for Response to Intervention in Early Childhood (CRtIEC)

Podcast: Professor Scott McConnell talks about CRtIEC (6:46)

The mission of the Center for Response to Intervention in Early Childhood (CRtIEC) is to reduce the number of children with reading problems by increasing the number of children entering school with knowledge and skill in early literacy and language.

  • We know that children who read well in the early elementary grades are more likely to be academically successful and thrive in later life – and we know that children who acquire early literacy and language skills before kindergarten entry are more likely to read well in the early grades.
  • While much is known about early literacy and language and how to promote their development, for too many children, identification of literacy and language delays is coming too late—resulting in life-long reading problems.
  • We need evidence-based approaches for early identification and intervention of literacy and language problems that can be implemented by early education professionals.

Through a Five-Year Cooperative Agreement with the National Center for Special Education ResearchInstitute of Education Sciences in the U.S. Department of Education, we will:

  • Carry out Research on Interventions for children not making progress in the general literacy and language curriculum in preschool.
  • Carry out Research on Progress Monitoring Measures linked to literacy and language development and interventions.
  • Disseminate Findings to practitioners, policymakers and researchers.
  • Provide National Leadership on implementation of RtI for young children in literacy and language.

The University of Minnesota CRtIEC team has validated the IGDI 2.0 screening measures to identify students who may be appropriate candidates for Tier 2 and Tier 3 intervention. During the 2012-2013 academic year, CRtIEC is working to develop and validate supporting procedures including a decision making framework to increase the sensitivity of selecting students who are appropriate candidates for intervention and to validate the IGDI 2.0 measures in a progress monitoring capacity.

How Is CEED Involved?

Work in Minnesota focuses primarily on improvement and refinement of assessment practices, building on our past work on Individual Growth and Development Indicators (IGDIs) and related tools:

  • Early Childhood Research Institute on Measuring Growth and Development (ECRI)
  • Get It, Got It, Go!
  • Early Learning Labs / MyIGDIs

Additional Resources

Project Staff

University of Minnesota Staff

Scott McConnell, Principal Investigator

Research Coordinators

Tracy Bradfield
Alisha Wackerle-Hollman

Methodological and Statistical Analyst: Michael Rodriguez



National Center for Special Education ResearchInstitute of Education Sciences in the U.S. Department of Education