The effectiveness of the Response to Intervention (RTI) model in the treatment of Dyslexia and reduce the proportion Prevalence of learning Disabilities

Amirah ALotaibi, Ahmad Rababah

Abstract


The current study focuses on the effectiveness of the Response to Intervention (RTI) model in treating Dyslexia and reducing the proportion Prevalence of learning disabilities. The study sample consists of 19 male and female students, deliberately chosen to have reading disabilities; they have been officially classified by the Ministry of Education according to the discrepancy criterion. The sample represents the students of an evening center in Dammam city KSA, aged between (8-10) years (4 females and 15 males). The current study followed the quasi-experimental approach where the group under study was set evaluated before and after applying the model. The duration of the application of the program, based on the Response to Intervention (RTI) model, was (12) weeks. The results of the study revealed that: 1. There are statistically significant differences between the results of sample in response to the test before and after applying the model. This indicates the effectiveness of the Response to Intervention (RTI) model in the treatment of Dyslexia. 2. 6 students out of the total no. of the sample were found to have no Dyslexia when adapting Response to Intervention (RTI) model as a criterion for diagnosis rather than the discrepancy criterion. This indicates that the Response to Intervention (RTI) model, as a diagnosis criterion, reduces the rate of reading disabilities by 31.58% and thus, reducing the proportion of Dyslexia. (224).

Keywords


Dyslexia; Response to Intervention ; Prevalence of learning Disabilities.

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