Promoting Reading Among L2 Students in Grade 2–9 Within a Response to Intervention Framework

Abstract

In Swedish compulsory schools, many L2 students need evidence-based instruction to develop foundational reading skills and reading proficiency. Earlier studies show that supplementary instruction within an RTI framework can support reading development in Swedish as a second language among younger students. This study investigated whether evidence-based reading instruction within RTI could promote reading development among both younger and older L2 students. Using a quasi-experimental design, the RTI framework was implemented for 20 students over six months. Students requiring support in word decoding and reading comprehension received structured intervention in Tiers 2 and 3, while a comparison group received regular classroom instruction. Results showed that the RTI group outperformed the comparison group on all reading measures at posttest and follow-up, with particularly strong long-term effects on nonword reading. The findings suggest that RTI interventions may effectively accelerate reading skills in L2 students across grade levels, warranting further investigation in larger samples.