ArticleFrontiers in pediatrics2026
Differential profiles of reading development in neurodevelopmental disorders under an adapted tier 2 response to Intervention protocol.
Article in Frontiers in pediatrics, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Reading proficiency is a foundational skill. Failure to achieve reading competence constitutes a global educational and public health challenge. This burden is especially high among children with neurodevelopmental conditions. Despite the availability of evidence-based frameworks, such as Response to Intervention (RTI), a lack of scalable, context-sensitive models remains for supporting struggling readers in low-resource environments. Building on this context, this study describes the Less Intensive Response to Intervention Tier 2 (LIRTI Methods: This retrospective, service-based study included 90 children (median age = 9 years, 3rd grade). Participants (ADHD = 37, BIF = 14, and arDYS = 39) completed 18 weekly, two-hour sessions per week that combined explicit phonological awareness and fluency-focused instruction with playful, low-cost materials. For the intervention, students were divided into small groups based on reading proficiency. Reading speed (words per minute) and reading comprehension (literal questions) were assessed before and after the intervention. The groups were similar in age, school grade, and sex distribution. Results: A significant diagnostic effect was found on post-intervention reading speed, after adjusting for baseline reading speed and schooling [ANCOVA F(2,85) = 4.345, Discussion: LIRTI
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