Teachers’ Perceptions of RTI Implementation Targeting Reading Development Among Swedish Elementary Students

The development of adequate reading comprehension skills among students is essential for their active participation in ademocratic society. In recent years, models for early identification of students at risk for reading difficulties have beenimplemented in several school systems worldwide. One such system is Response to Intervention (RTI), which aims toproactively address reading difficulties through early detection and early intervention in a tiered system of support. With the increasing global implementation of RTI models, understanding the perceptions of teachers directly involvedbecomes crucial. This study aims to explore teachers’ perceptions of RTI implementation targeting reading developmentamong Swedish elementary students. Specifically, the research investigates teachers’ views on RTI and their suggestions forits implementation in their schools. The central question guiding this inquiry is: How do teachers perceive the implementationof the RTI model within Swedish elementary schools regarding its application to students' reading development?Understanding teachers' perceptions RTI implementation in Swedish elementary schools is facilitated by the application of Halland Hord's (2006) Concerns-Based Adoption Model (CBAM), which provides a structured framework for analyzingeducators' perceptions during the adoption process. Employing qualitative methodology, data were gathered through face-to-face interviews with nine teachers across fourschools. A content analysis revealed emergent themes regarding teacher perceptions. Preliminary findings indicate thatteachers perceive RTI as facilitating the identification and intervention of students at risk of reading difficulties. Moreover,teachers reported positive outcomes such as noticeable progress in students’ reading abilities through RTI and theeffectiveness of progress monitoring in keeping teachers focused on efficient instruction. Collaboration among school staffand the provision of rapid additional support to struggling students were also positively ...