Supplemental On-Line Materials

Supplemental Materials Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Risk of Reading Difficulties by C. Lonigan & B. M. Phillips, 2015, Journal of Educational Psychology http://dx.doi.org/10.1037/edu0000054 Appendix S1 Classroom Observations: Frequency and Quality of Instructional Activities As part of the larger project in which this study was embedded, we observed preschool classrooms three times during the school year using a modified version of the Teacher Behavior Rating Scales (TBRS; Landry, Crawford, Gunnewig, & Swank, 2000). The original TBRS included 50 items concerning the quantity and quality of specific teacher behaviors and classroom characteristics that are grouped into 12 subscales. Six subscales relate to overall classroom characteristics or general teaching behavior (e.g., teacher sensitivity, discipline, learning centers), and six subscales relate to specific instructional activities (e.g., book reading, print activities, phonological awareness). Items on each subscale are rated on a 4-point (1 = rarely occurred, 4 = often occurred) quantity scale and 3-point quality scale. The revised TBRS included 12 additional items for phonological awareness activities, including a rating of phonological awareness activities to indicate whether the instruction was explicit (i.e., instructional activities that include modeling and explanation of key terms and concepts, use of scaffolding and corrective feedback when appropriate) or implicit (i.e., simple exposure to different sound patterns and teachers’ commenting about shared sounds between words [e.g., “these words start with the same sound”]). The TBRS-R was completed in the classrooms in the larger study by trained observers who observed classrooms for a minimum of two hours and a maximum of four hours, depending on the structure of the preschool (mean duration = 168.2 minutes; SD = 25.5). Analyses of differences of TBRS-R scores between preschools that were a part of the school district’s Title I program and other local preschools that were not affiliated with the school district used all available observations. Analyses were conducted as mixed models in SPSS (Version 19) using classroom and school as random factors (i.e., observations were nested within teachers’ classrooms that were nested within schools). Descriptive statistics and effect sizes are shown in Table S1. The classrooms in the district’s Title I preschools had a higher frequency, quality, or both for oral language activities, print knowledge activities, phonological awareness activities, and math activities than did classrooms in private preschools, and classrooms in the district schools had a higher quality of center activities, more small-group instruction, and more team teaching than did classrooms in the private preschools. Response to Instruction in Preschool S3

Table S1 Comparison of Frequency and Quality of Instructional Activities in District versus Other Preschools using Teacher Behavior Rating Scales-Revised Preschool Type Subscale Other School District Mean (SD) Mean (SD) Hedges g Book Reading Activities Frequency 11.21 (7.11) 11.25 (7.89) .01 Quality 14.01 (9.50) 14.04 (10.32) .00 Oral Language Activities Frequency 20.94 (6.39) 23.06 (7.11) .31** Quality 26.42 (9.53) 28.50 (9.90) .21+ Print Knowledge Activities Frequency 9.87 (5.61) 10.98 (5.50) .20+ Quality 13.53 (8.30) 14.98 (7.89) .18 Phonological Awareness Activities Frequency 12.52 (10.15) 15.46 (11.13) .27** Overall Quality 13.13 (11.03) 16.83 (12.70) .30** Phonological Unit Size Quality 3.01 (2.82) 4.34 (4.07) .36*** Number of Explicit Activities 0.56 (0.78) 0.91 (1.02) .37*** Number of Implicit Activities 0.68 (0.86) 0.72 (0.86) .05 Writing Activities Frequency 6.02 (4.85) 6.15 (4.77) .03 Quality 7.76 (7.03) 7.87 (6.58) .02 Mathematics Activities Frequency 6.39 (5.79) 8.71 (5.96) .39*** Quality 8.62 (8.28) 11.48 (8.25) .35*** Center Activities Frequency 4.19 (1.56) 4.51 (1.33) .23+ Quality 17.50 (6.51) 18.95 (4.96) .26* Small Group Instruction 0.39 (0.48) 0.71 (0.45) .70*** Team Teaching Activities Frequency 1.92 (2.01) 3.60 (1.90) .87*** Quality 7.78 (7.10) 13.30 (5.36) .92*** +p < .10, *p < .05, **p < .01, ***p < .001. Response to Instruction in Preschool S4

Appendix S2 Scope and Sequence of Code and Language Strands for Preschool RTI Intervention: Year 1

Schedule Theme Oral Language Example Target Phonological Print Knowledge Vocabulary from Awareness (Letter Name) Sample Books Weeks 1-3 Fairy Tales Comparing size Barn Compound Words Initial Letters in Sample story book: attributes Wheat Child’s Name The Little Red Hen -ing Verbs Wagon B, A, O, S, C, D Wh-Questions Prepositions (in, out, on, off) Weeks 4-5 Transportation Prepositions (in front, Smooth 2 Syllable Words Review Sample story book: behind, under, over) Center M, K, T, I Road Builders Wh-Questions Boss Weeks 6-7 Bugs Regular Past tense Vine 2 Syllable Words Cumulative Sample story book: Wh-Questions Garden Review Over in the Garden Personal Pronouns Caterpillar L, H, E, X Possessive Pronouns Emotion Labels Weeks 8-10 Animals Parts of a Whole Zoo Onset -Rime Cumulative Sample story book: Function/Description Wonderful Review Edward the Emu of objects Hissing P, Z, R,J, W, Y Wh-Questions Week 11 Ocean Categories/Classificati Flapping Onset -Rime Cumulative Sample story book: on Seaweed Review Don’t Eat the Irregular Past Tense Nibble Q, F, G, N, U, V Teacher Note. Each storybook was read several Interventionists were provided a set of Each unit included Each unit included times in one week. Aligned target rotating activities assigned to specific days multiple multiple Response to Instruction in Preschool S5

Vocabulary and oral language skill in which to conduct language-focused skill manipulatives manipulatives, activities were integrated before, during building including sorting (e.g., place all the including word including magnetic and after book reading with story props thin bears in this cup and the fat bears in that puzzles, memory letters, letter cards, and other manipulative materials. Story cup), behavioral and oral responding to wh- game cards, and game boards, & Event Sequencing and Recall questions questions and other specific instructions matching strips letter tracing were embedded in all units. All (e.g., help me finish my sentence about this (e.g., to match materials. interventionists were provided a picture card, ‘today I jump, but yesterday I rhyming words). Specific games standardized script, with specific, child- _____’(jumped). ). Specific games were assigned each friendly definitions and the target book were assigned each day. illustration for teaching each new day. vocabulary word. Response to Instruction in Preschool S6 Response to Instruction in Preschool S7

Appendix S3 Scope and Sequence of Code and Language Strands for Preschool RTI Intervention: Year 2

Schedule Oral Language Oral Language Tasks Example Target Phonological Print Knowledge Focus Vocabulary Awareness (Name & Sound) Week 1 Colors Labeling/Sorting; Elaborated Primary colors Compound Words Initial Letters in Noun Phrases; Wh-Questions Black/white Child’s Name; A Week 2 Shapes & Labeling /Sorting; Elaborated Rectangle, Oval, Compound Words Letters in Child’s Colors Noun Phrases; Asking Questions Square Name A, U Week 3 Relatives (er) Labeling/Sorting; Long, Heavy, Soft Compound Words B, Cumulative Compare/Contrast Review Week 4 Comparisons Labeling/Sorting; Same, Different, 2 Syllable Words M, Cumulative Compare/Contrast Alike Review Week 5 Animals Labeling/Sorting; Part/Whole; Varied Animal 2 Syllable Words P, Cumulative Compare/Contrast Names Review Pointed, Claws, Stripes Week 6 Prepositions & Prepositional Phrases; Wh- In, On, Under 2 Syllable Words T, Cumulative Spatial Questions Review Relations & Animals Week 7 Prepositions & Prepositional Phrases; Wh- In Front, Behind Onset -Rime D, Cumulative Spatial Questions Review Relations & Animals Week 8 Body Parts Labeling; Giving Directions Thumb, Shoulder, Onset -Rime N, Cumulative Wrist Review Response to Instruction in Preschool S8

Week 9 Action Verbs & Present Tense Phrases; Giving Pull, Lift, Grab Onset -Rime F, Cumulative Body Parts Directions Review Week 10 Action Verbs Present Tense Phrases; Giving Bend, Twist, Cumulative J, Cumulative & Animals Directions Stretch Review Review

Week 11 Prepositions & Prepositional Phrases; Giving Cumulative Review Cumulative G, Cumulative Body Parts Directions Review Review Interventionists used upward Interventionists were provided a set of unit-specific Each unit included Each unit included and downward differentiated activities assigned to each day in which to conduct multiple multiple hands-on instruction procedures to elicit language-focused skill building including sorting (e.g., manipulatives manipulatives, extended language from place the bear behind the chair), behavioral and oral including word including magnetic children to elicit one word, responding to wh-questions and other specific puzzles, memory letters, letter cards, multi-word, and complete instructions, and elicitation of elaborated expressive game cards, and & letter tracing sentence responses language (e.g., ‘{peer name} bend your wrist’.). matching strips materials. Specific (e.g., to match games were rhyming words). assigned each day. Specific games were assigned each day.