Assessment and Intervention/Use of Data Strategies are:

Research-Based

• The Barrie Region has implemented research findings on early literacy. Reviews of current research indicate that four essential evidence-based predictors of success in early literacy development include alphabet knowledge, print awareness, phonological awareness, and oral language. Trehearne, M.P., Hemming Healy, L., & Cantalini-Williams, M. (2005). Comprehensive literacy resource for preschool teachers. Vernon Hills, IL: ETA Cuisenaire. [Barrie Region Final Report]
• A speech-language pathologist from the York Region District School Board developed a model called "The Language Chain" to simplify the complex components of language [Mitton, K. 2007]. The model conceptualizes language as being like a series of chain links connected in a circle. The links are: words—vocabulary and semantics; paragraphs—stories and conversations; social communication; alphabet knowledge, print awareness and phonological awareness; reading comprehension and written expression; and sentences—morphology and syntax. Each link in the chain represents a unique and key area of development. This visual image illustrates that all of the domains are interrelated and that no one skill area is more important than another. If one link of the chain is weak or missing, the others will be affected to some degree. [Barrie Region Final Report]
• The Young Minds at Play (YMAP) program was developed in the Dufferin-Peel Catholic District School Board, based on existing research and adapted from the Primary Project in Rochester, New York. This school-based early detection and prevention program was designed to support primary-aged children in the area of social-emotional development. This 12-week program is currently available in four schools for students in kindergarten-grade 3. [Toronto and Area Region Final Report]
• In Peel District School Board, research evidence was a critical factor in the selection of a project that focused on the use of sound field systems. The project supported research findings that kindergarten and grade one classrooms with sound field systems showed improvement in student attention, behaviour, speech understanding, academic outcomes, and reading outcomes and in teacher vocal health. [Toronto and Area Region Final Report]