The objective and the intent of this literature review is to locate, analyze, and synthesize the qualitative and quantitative research on Tier 2 of reading instruction to identify the RTI approaches, characteristics, and professional development programs that are applied to enhance students’ achievements in reading. Used Tier 2 Response to Intervention (RTI) for supporting students with reading problems in small group settings based on the instructional needs of students. Reading failure is a common achievement problem among students. This could to some extent reflect practices already used in primary schools and suggests that pupils who are identified for tier 2/3 support might have less access to their teacher's time and expertise. At present, certain delivery arrangements appear to be used more than others in reading interventions conducted with young pupils in schools. Findings showed that tier 2/3 interventions targeting pupils who did not respond to whole class teaching (tier 1) were almost exclusively delivered in pull-out sessions by people other than the classroom teacher. Sixty-four texts that met the inclusion criteria were categorised according to targeted tier based on the response-to-intervention model. Databases were searched for published and unpublished studies from 1970 to 2017, which employed a randomised controlled trial or quasi-experimental design. This paper presents findings from a systematic literature review that explored the delivery arrangements of school-based reading interventions for struggling readers aged 5–8 years. Program revisions in response to evidence from studies, feedback from practitioners, and findings from recent research about early reading have been undertaken, resulting in the development of MiniLit Sage. Experimental studies yielded lower effect sizes than program trials for phonic decoding and word reading skills, with effect sizes for these dimensions in the medium or large range. Pre- and post-test group data from program trials and experimental research indicate that MiniLit has produced large gains in students’ phonemic awareness, phonic decoding, word reading, and spelling. This paper provides a rationale for MiniLit, a brief history of its development and implementation, and a summary of evidence collected from various efficacy studies. MiniLit, a small-group intervention for young struggling readers, was released in 2011 after several years of development and trials. Information about effective interventions for students with early reading difficulties is essential when deciding about how best to provide support.

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