Introduction
Children need high-quality education to realize their potential fully in the future. Response to Intervention (RTI) is an approach that educators use to improve teaching practices and support students who require unique methods so that all children can succeed in learning. The use of RTI is more common in school settings, and the application of this approach for early childhood has recently received more attention (Albritton et al., 2018).
At the same time, RTI has shown promising potential to prevent learning problems for children and can be an effective tool in early childhood. Moreover, an increasing number of students attend preschool classes, and it is essential to make lessons effective in preventing possible learning problems. The current paper briefly describes the RTI model’s features and considers the importance and impact of applying this approach in early childhood. Despite the difficulties of implementation, the RTI approach can be beneficial for teaching children in early childhood.
RTI includes evidence-based techniques and assumes several levels in its application. Specifically, the first level of the model involves applying evidence-based practices for teaching children. This level implies screening all students’ performance to identify children whose learning successes and responses do not meet established standards (Albritton et al., 2018). The second level involves more intensive support for learners who have difficulties and using evidence-based interventions for them. Typically, interventions are applied in small group settings as an adjunct to the core curriculum (Albritton et al., 2018). Level three is utilized for students who showed a need for more substantial individual support at level two.
Educators also apply more individualized and intensive evidence-based interventions and assess the need for special education programs (Albritton et al., 2018). Consequently, the RTI approach aims to implement evidence-based instructions and monitor progress to improve academic performance and prevent learning problems. Moreover, applying this model can help avoid some students’ referrals to specialized educational institutions.
RTI in Early Childhood
Methods and Examples
Using RTI in early childhood has many similar characteristics to the school setting. In particular, such elements of the approach as evidence-based methods, screening, progress monitoring, collaborative problem-solving, the use of standard protocols, and parental involvement are preserved (Albritton et al., 2018). Many methods are used as part of the RTI approach, and various studies have tested their benefits for young children. For example, following this model, educators may even use the criteria of school reading programs to identify children requiring additional interventions (Albritton et al., 2018).
Another promising direction for the application of RTI is phonetics since, after the intervention, children can improve their sound perception skills (Albritton et al., 2018). The applicability of the RTI approach for various training situations and for acquiring different skills also indicates its benefits.
Researchers who drew attention to the possibilities that RTI gives in early childhood are more often focused on teaching children basic literacy and mathematics skills. For instance, alphabetic and print knowledge or phonology can predict failures in reading skills (JimĂ©nez et al., 2021). In turn, conducting simple numerical tasks can indicate children’s math abilities. A study by JimĂ©nez et al. (2021) considers interventions to improve the basic skills of students based on the RTI model. They highlight a specific sequence of actions – Instructional Activities for Early Reading/Math Improvement (JimĂ©nez et al., 2021). Following the instruction steps, teachers present lesson information, present examples, guide student practice, offer corrective feedback, give students the option of individual practice, then again feedback, practice, and teachers’ response (JimĂ©nez et al., 2021). Thanks to the attention to students, patient feedback, and assessment, the RTI model helps children.
The recognition and response model is another example of an RTI approach. The model uses a formative assessment and includes three key learning steps – recognition, response, and collaborative problem-solving. The first step is general screening and monitoring to identify children requiring support. The second step is implementing a learning program with additional interventions for smaller groups of children (Albritton et al., 2018).
The latest step is attracting parents to working together to improve children’s academic performance. For example, after identifying a student who has difficulty remembering and recognizing letters of the alphabet or numbers, the teacher assigns additional classes and applies other methods such as matching and sorting, recognition practices, or using technological support. Educators can also engage parents and advise them to study at home.
Despite the benefits, implementing RTI can be a challenge for education systems. In particular, given the several levels of the model, including various interventions, significant resources are needed to implement it – educators’ time, classes, educational materials, and other supplies. Moreover, the success of RTI depends on the professionalism of teachers use it (JimĂ©nez et al., 2021). They may need substantial training and consultation to succeed in RTI techniques application (Albritton et al., 2018). However, supporting the education of the younger generation is an essential investment in the future.
RTI Importance
Early childhood is a period of intensive physical and intellectual development; therefore, paying attention to the quality of teaching is necessary. At the same time, each child has unique abilities, talents, and pace of development, which may require different efforts in their training. In the context of early childhood, RTI aims to prevent academic, behavioral, and socio-emotional problems through the application of evidence-based methods and strategies and the promotion of a more individualized approach (Albritton et al., 2018). Thanks to this approach, children can cope with learning on the same level as their peers and grow up healthy and confident in their abilities. They adequately assess their potential, adapt, analyze options for action, and make decisions.
Skills acquired in early childhood lay the foundation for future academic achievement and adaptability in real-life situations. Therefore, given the success of using RTI for schoolchildren, many researchers are confident in the usefulness of its usage in early childhood to prevent later problems (Albritton et al., 2018). Moreover, this approach aims to support children with disabilities, as the early interventions will help them better cope with the study load, contributing to progress and preventing possible regression (Albritton et al., 2018). Consequently, there are many reasons for using RTI in early childhood, including the beneficial impact.
Conclusion
Thus, there are various approaches to teaching children, some of which are highlighted by exceptional efficiency and attention to the interests of children. The RTI model offers evidence-based educational methods and interventions for students whose successes do not meet standards. This approach meets the needs of children for additional assistance, prevents learning problems in the future, and improves the quality of education. Although RTI is more common in school settings, its use in early childhood can have a significant beneficial effect. During this period, children acquire essential skills they need in the future, and RTI can prevent many difficulties.
References
Albritton, K., Truscott, S. D., & Terry, N. P. (2018). Exceptional professional learning for RtI implementation in early childhood settings. Contemporary School Psychology, 22(4), 401-412. Web.
Jiménez, J. E., de León, S. C., & Gutiérrez, N. (2021). Piloting the response to intervention model in the Canary Islands: Prevention of reading and math learning disabilities. The Spanish Journal of Psychology, 24, 1-23. Web.