Abstract
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.
Highlights
Reading is a fundamental skill for academic and personal spheres
A notebook is used to practice at home in the same way and, if any student does little practice at home, the special education teacher complements the training at school
Students must complete each activity with at least 90% accuracy to advance to the level
Summary
Reading is a fundamental skill for academic and personal spheres. It is a very complex skill, meaning that students sometimes have problems in acquiring it. Reading learning disabilities are one of the most prevalent learning disabilities, affecting about 80% of those who are detected to have a learning disability [1]. This prevalence varies and depends on factors such as the identification process, age, language and culture of the subjects, and the diagnostic criteria, among other factors [2]. Reports on the prevalence of this type of difficulty in the literature vary; in the United States, estimates of prevalence for school-age children range between 5 and 17%, while in the United Kingdom, they range from 3–6%
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