학습에 어려움이 있는 학생을 대상으로 한 국내 중재반응모형 Tier 2 중재 연구 특성 분석: 기초학력 다중학습안전망 2단계 운영 내실화를 위한 시사점 도출을 중심으로 = A Systematic Review of RTI Tier 2 Intervention Studies in Korea for Students with Learning Difficulties

다국어 초록 (Multilingual Abstract)

Purpose: This study systematically reviewed domestic Tier 2 intervention studies based on response to intervention (RTI) for students with learning difficulties and explored the implications for strengthening Tier 2 practices within Korea’s multi-tiered learning support system. Methods: A total of 21 journal articles published between 2009 and 2025 were analyzed, focusing on general study characteristics, intervention features, and research design characteristics. Results: Most of studies targeted elementary school students identified based on academic achievement criteria. Interventions that primarily focused on reading and mathematics, were implemented over multiple sessions (11–30 sessions) using evidence-based instructional strategies, and incorporated curriculum-based progress monitoring. Both group-based and single-case research designs were used. Overall positive intervention effects were reported, although partial effects and limited reporting of research quality indicators were observed in some studies. Conclusion: The findings indicate that Tier 2 interventions within RTI in Korea have functioned as a preventive and selective support stage, highlighting the need to enhance methodological rigor and reporting practices to further strengthen Korea’s multi-tiered learning support system.