Skip to main content

Research to Practice to Research

Adrienne Stuckey


Research to Practice to Research: Examining Who, How, What, When & Where for Early Literacy Interventions within Tiered Frameworks

Adrienne Stuckey of the School of Teaching and learning conducted a systematic review of preschool early literacy intervention studies conducted within tiered systems since 2003. One important finding was that, where race/ethnicity of the children was reported, nearly 80% were from minoritized backgrounds. This disproportionately high rate of non-White study participants raises important critical questions about researchers' assumptions when selecting schools and communities to recruit participants from.

Office of Web Services