Promoting decoding among young students with Swedish as a first and second language within a response to intervention model

Many young students with Swedish as their second language need support to acquire reading ability. There is a for evidence-based instruction in early education first or language. Therefore, the current study investigated whether based on Response Intervention (RTI) model focus decoding skills can promote ability among In Grades 1 and 2, 113 were followed. Applying RTI model, teachers used whole class. Besides, additional instructions provided small groups individually weak decoding. Results of showed that within had potential decoding, but different extent The importance differentiated instruction, monitoring support, bilingual approach students, collaboration between are discussed.