Early childhood traumatic experiences place children at-risk for social, emotional, and behavioral impairments that contribute to poor educational outcomes. There is an increasing awareness that children with early traumatic exposure may need supplemental supports for academic success. These supports may be presented in the form of individual-student or whole-school trauma-informed care models. Existing prevention models, such as Multi-Tiered Systems of Support (MTSS) or Trauma Informed Care (TIC), accommodate early screening of students' skills and behaviors, however, there is a lack of consensus in the literature regarding how trauma is measured within school environments and at what age students should be screened for the effects of childhood trauma on their educational success. Using a dominance analysis and ROC Curve analysis, this dissertation examined the overall predictive validity of childhood trauma measurement to early literacy skills and the tradeoff in classification accuracy of the measurement of childhood trauma in the early identification of kindergarteners (n=145) engaging in virtual learning environments who are at-risk for poor early reading and language outcomes. Findings demonstrated that trauma was a significant predictor of reading outcomes but integrating student behaviors enhanced the classification accuracy of the traditional MTSS methods for identifying at-risk readers. Results from this study provided the first empirical link between trauma and reading outcomes in kindergarteners in virtual learning environments. Results can inform TIC and MTSS models of care and provide preliminary empirical support for Whole-Child Learning Models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]