Open AccessImplementing Response to Intervention (RtI) and Early Reading: A Review of Literature
Author(s) -
San Juanita Rios-Sobrevilla,
Tonya Huber
Publication year - 2019
Publication title -
journal of studies in education
Language(s) - English
Resource type - Journals
ISSN - 2162-6952
DOI - 10.5296/jse.v9i4.15551
Subject(s) - reading (process) , response to intervention , intervention (counseling) , psychology , process (computing) , medical education , mathematics education , computer science , medicine , linguistics , philosophy , psychiatry , operating system
Background: Response to Intervention (RtI) in early reading is known as the detailed process that is implemented to enhance the areas of reading in young children.Aims: The reviewers compare various approaches to Response to Intervention (RtI) and identify which frameworks are reported as most effective for young early readers.Method: The topic of Response to Intervention (RtI) in early reading was studied through a comprehensive review of the literature.Findings: Research results all show the overall improvement of student performance in reading as well as overall teacher growth in knowledge, delivery of instruction, confidence, and self-efficacy. Conclusion: Response to Intervention (RtI) in early reading has proven to be a successful and effective approach deserving the necessary attention by school staff and administration to be properly aligned and appropriately implemented.