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POLICY BRIEF article
Front. Educ.
Sec. Leadership in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1484566
Response to Intervention within a Multi-Tiered Systems of Support: A Missing Element in the Literacy Curricula, Policies, and Practices in the Philippines
Provisionally accepted- University of Canterbury, Christchurch, New Zealand
International assessments in reading appear to be a strong driver of educational efforts within nations who participate in these tests. While some countries debate the declaration of educational crises within their jurisdictions based on these assessments, the case of the Philippines' performance appear to be collectively recognized by Filipinos as existent, and therefore, needs to be boldly confronted. Correspondingly, educational reforms were made, but evidence-based decisions are yet to be seen. This brief argues that revisiting the research evidence is vital for policy and curricular changes so that factors are identified, and consequently, analyzed once progress monitoring shows how powerful or weak they are in influencing students' literacy outcomes. This brief ultimately recommends the potential for a response to intervention within multi-tiered systems of support.
Keywords: Multi-tiered systems of support (MTSS), Response to Intervention (RtI), literacy policy, literacy curricula, Literacy difficulties
Received: 22 Aug 2024; Accepted: 07 Mar 2025.
Copyright: © 2025 Bautista. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Jude Cañero Bautista, University of Canterbury, Christchurch, New Zealand
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