Children’s engagement is an important construct often reported in Early Intervention and Early Childhood Special Education. However, its utility depends on its definition, measurement, theory of change, and empirical evidence. Our purpose is to discuss innovations in Children’s Literacy Engagement (CLE) and report empirical evidence demonstrating how these advancements can be used to promote children’s learning and school readiness. We discuss five specific innovations: (1) defining CLE as the behavioral target of intentional instruction, (2) directly assessing CLE using the CIRCLE ecobehavioral observation system, (3) including CLE in a larger framework of instructional decision-making, (4) evaluating new CLE-focused instructional interventions, and (5) supporting children who are not responding to instructional intervention. We describe how these innovations help address the questions of under what conditions and for whom preschool instructional interventions are effective. Implications are discussed.

儿童参与是早期干预和早期儿童特殊教育中经常报道的重要结构。然而，它的效用取决于它的定义、测量、变化理论和经验证据。我们的目的是讨论儿童识字参与 (CLE) 的创新，并报告证明这些进步如何用于促进儿童学习和入学准备的经验证据。我们讨论了五个具体的创新：（1）将 CLE 定义为有意教学的行为目标，（2）使用 CIRCLE 生态行为观察系统直接评估 CLE，（3）将 CLE 包括在更大的教学决策框架中，（4）评估新的以 CLE 为重点的教学干预，以及 (5) 支持对教学干预没有反应的儿童。学前教育干预在什么条件下和对谁有效。影响进行了讨论。