DOI:
https://doi.org/10.14483/22487085.22952Published:
2026-08-05Issue:
Vol. 28 No. 1 (2026): CALJ: january-juneSection:
Research ArticlesTeachers’ Perception of a Two-Tier RtI Pilot to Support English Learners’ Reading Performance
Percepción de docentes sobre un piloto de RtI de dos niveles para apoyar el rendimiento en lectura de estudiantes de ILE
Keywords:
ELT, English teaching in China, response-to-intervention, teachers’ perceptions (en).Downloads
Abstract (en)
Educational institutions use response-to-intervention (RtI) to identify, support, and monitor students with poor academic or behavioral performance. In this qualitative descriptive case study, the problem was students’ poor English reading performance at an international school in northern China. The purpose was to explore teachers’ perceptions of the influence of a one-month, two-tier response-to-intervention pilot on students’ English reading proficiency in a content and language integrated learning (CLIL)-oriented primary school in northern China, with Tier 1 comprising whole-class supports and Tier 2 targeted small-group work. This study aimed to address a specific gap by implementing a month-long project designed to support reading in a CLIL-oriented school while documenting teachers’ perceptions of the model. Using purposive sampling, five English literature teachers were selected to reflect on their experiences developing a two-tier intervention framework and discuss their perceptions of the framework’s influence on young English language learners’ reading proficiency. Based on the results and findings, participants highly valued RtI and the theoretical structure of each tier. They perceived Tier 2 as effective, but they noted that the lack of practical structure and professional support is an obstacle to helping students meet grade-level benchmarks. These perceptions suggest that school leaders could standardize RtI support to strengthen implementation as perceived by teachers.
Abstract (es)
Las instituciones educativas utilizan la respuesta a la intervención (RtI) para identificar, apoyar y monitorear a estudiantes con bajo rendimiento académico o conductual. En este estudio de caso descriptivo cualitativo, el problema fue el bajo rendimiento en lectura en inglés de los estudiantes de una escuela internacional en el norte de China. El propósito fue explorar las percepciones de los docentes sobre la influencia de un piloto de respuesta a la intervención de dos niveles y un mes de duración en la competencia lectora en inglés de los estudiantes, en una escuela primaria orientada al aprendizaje integrado de contenidos y lengua (CLIL) en el norte de China, donde el Nivel 1 comprendía apoyos para toda la clase y el Nivel 2, trabajo dirigido en grupos pequeños. Este estudio tuvo como objetivo abordar una brecha específica mediante la implementación de un proyecto de un mes diseñado para apoyar la lectura en una escuela orientada al CLIL, a la vez que se documentaban las percepciones de los docentes sobre el modelo. Mediante un muestreo intencional, se seleccionaron cinco docentes de literatura en inglés para que reflexionaran sobre sus experiencias en el desarrollo de un marco de intervención de dos niveles y compartieran sus percepciones sobre la influencia de dicho marco en la competencia lectora de los jóvenes aprendices de inglés como lengua extranjera. Con base en los resultados y hallazgos, los participantes valoraron altamente la RtI y la estructura teórica de cada nivel. Percibieron el Nivel 2 como efectivo, pero señalaron que la falta de estructura práctica y de apoyo profesional constituye un obstáculo para ayudar a los estudiantes a alcanzar los estándares correspondientes a su grado. Estas percepciones sugieren que los líderes escolares podrían estandarizar el apoyo de la RtI para fortalecer su implementación, según la percepción de los docentes.
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