Response to Intervention and Math Instruction

Response to intervention (RTI) is a framework in which interventions are implemented mostly in general
education classes to resolve academic difficulties and help to mitigate contextual variables (i.e., lack of
instruction, socio economic status, cultural differences, etc.) as an explanation for academic failure. The
implementation of evidence-based interventions is very important to the RTI framework. There is limited
research regarding RTI and evidence-based interventions in mathematics and young students. For math
interventions to be successful in an RTI framework, comprehensive math interventions have to incorporate
computation fluency, problem solving, and the use of visual representational simultaneously. Moreover, early
instruction in math skills sets the foundation for developing higher order math skills. Therefore, this manuscript
reviews the literature regarding math interventions that would apply to early childhood students and are
conducive to the RTI model.