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Play-to-Read in 30 Days: Helping Readers At-Risk within the Response to Intervention (RTI) Framework

Lorna B. Yan
Department of Education, Ateneo De Manila University, Quezon City, Philippines
Abstract—The study investigated the experiences, responses, and reading achievements of at-risk kindergarten readers of Jubilee Christian Academy in Quezon City, Philippines to a reading intervention program delivered within the Tier 2 of the Response to Intervention (RTI) model. The key elements of an effective reading instruction as determined by the National Reading Panel were used as the core components of the play-based reading intervention program: phonemic awareness, listening comprehension, vocabulary, phonics, and fluency. To implement properly the complexities of the RTI approach, the RTI Guiding Principles for Education in the implementation of the intervention program under the Tier 2 framework was utilized. The intervention conducted on the participants of the program appeared to have worked. They responded adequately to the 30-day Tier 2 instruction as shown in their reading behavior and gain scores in phonemic awareness, phonics, and fluency. 
Index Terms—Response to Intervention (RTI), at-risk readers, Tier 2, reading intervention, kindergarten

Cite: Lorna B. Yan, "Play-to-Read in 30 Days: Helping Readers At-Risk within the Response to Intervention (RTI) Framework," International Journal of Learning and Teaching, Vol. 4, No. 1, pp. 41-46, March 2018. doi: 10.18178/ijlt.4.1.41-46
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