Implementing Response to Intervention (RtI) and Early Reading: A Review of Literature

San Juanita Rios-Sobrevilla, Tonya Huber


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.

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Journal of Studies in Education ISSN 2162-6952


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