Response to Intervention in Reading: Strategies in Teaching Intermediate Level in Naga Central Elementary School

Response to Intervention (RTI) is an educational approach used to help students who are struggling with learning, specifically in Reading. It focuses on early identification and support through a tiered system of interventions. This study explores the effectiveness of Response to Intervention (RTI) strategies in enhancing reading performance among intermediate-level learners at Naga Central Elementary School. Reading proficiency remains a crucial component of academic success, especially at the intermediate level, where students transition from learning to read to reading to learn. In Naga Central Elementary School, varying levels of reading ability among students prompted the implementation of the Response to Intervention (RTI) framework to address individual learning needs. This study aimed to examine the effectiveness of specific RTI strategies in improving reading performance among intermediate learners. A qualitative-descriptive research design was employed, involving purposive sampling of teachers from Grades 4 to 6 and selected students. Data were gathered through interviews, classroom observations, and document analysis of reading assessments. RTI strategies analyzed included tiered instruction, small-group interventions, and individualized support plans. It addresses queries related to the respondents' profiles, including the extent of use of the presented strategies in teaching reading, the performance of students during the second quarter, the activities used by the teacher during the teaching and learning process, and enhanced reading teaching activities. The study identifies the specific RTI strategies employed by teachers in the school, assesses their impact on student reading performance, and explores the challenges educators face in implementing these interventions. Findings indicate that tailored interventions such as small-group instruction, differentiated reading materials, and targeted skills development were effective in enhancing students' reading comprehension and fluency. The study concludes by highlighting the importance of teacher training, resource availability, and administrative support in successfully implementing RTI strategies. Recommendations for future practice include expanding RTI training for educators and integrating more dynamic instructional tools to further improve reading skills across grade levels.