Schmitt, Braden Anne2014-09-182014-09-182014-06https://hdl.handle.net/11299/165800University of Minnesota Ph.D. dissertation. June 2014. Major: Educational Psychology. Advisors:Scott McConnell, Theodore Christ. 1 computer file (PDF); vi, 94 pages, appendices A-B.The purpose of the present study was to evaluate a newly-developed measure of preschool learning-related behaviors, designed for the purpose of enhancing identification of the most appropriate tier of intervention for early literacy instruction, in part as a function of behavior characteristics of the student. Reliability and validity evidence were collected and evaluated. This included examination of internal consistency, test-retest reliability, and interrater reliability. Validity evaluation included the collection of criterion-related validity evidence, convergent and discriminant validity evidence, and an evaluation of the capacity of the measure to add value to a decision-making framework within a model of preschool Response to Intervention (RTI). The measure showed strong reliability and promising evidence regarding its capacity use teacher ratings of preschool learning-related behaviors to help identify the most appropriate tier of early literacy intervention. The limitations of the present study and implications for future research are discussed.en-USEarly childhoodResponse to interventionTeacher ratingThesis or Dissertation