Guidelines for Development of System of Response to Intervention to Problem Solving of Reading Skill of Students in Grade 2
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Abstract
The research article aims at developing a system of response to intervention for solving reading problems of the 2nd primary school students. The study applies qualitative research of a case study. A sample group consists of school administrators, teachers of Thai learning group, special education teachers, stakeholders, in a total of 18 persons, obtained by way of the characteristics defined by the researcher. The research instruments are question points for focus group discussion. The acquired data were analyzed by way of content analysis. The results of the research reveal that the guidelines for the development of a system of response to intervention for solving reading problems in school require the following preparation: 1) the screening of students with reading difficulties, teaching intervention, and evaluating the teaching management through an appropriate method with students; 2) the administration in 4 aspects; 3) the school committee on a system of response to intervention (RTI) consisting school directors, teachers, parents, and a multidisciplinary team; 4) the establishment of a model for administrating RTI e.g., defining the roles of those who are in RTI, creating strengths and weaknesses of RTI, promoting the strengths for greater benefits, fixing problems and weaknesses, and following up the results from the use of RTI in order to propose suggestions for solving problems from the use of RTI and improving the system to be more efficient.
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