Abstract
The study aims to investigate the impact of an educational program that was developed based on the response to intervention model for diagnosing and improving the difficulties of learning to read and write among a sample of students in Jordan. The number of the study participants was 60 male and female students, with learning difficulties in fourth, fifth, and sixth grades in government schools affiliated with the Jordanian Ministry of Education. For the purpose of the study, a program was prepared based on the strategies and methods of the response to intervention model in three stages, measured the effectiveness of the program in diagnosing reading and writing difficulties was prepared and measured the extent of their improvement. The researcher prepared achievement reading and writing tests to be applied in the pre and post measurement for each stage of the response to intervention model. The program was implemented for two consecutive months at three meetings per week, each of which lasted for 45 minutes. The study data collected were analyzed and the study reached (1) the effectiveness of the response to intervention model in detecting students' reading and writing difficulties were demonstrated by the decrease in the number of students who need intensive interventions according to each stage of the model and (2) there are statistically significant differences in the achievement tests performance for reading and writing and for post-measurement in all stages of the response to intervention model and grades. Key words: Response to intervention (RTI), reading and writing difficulties.
Highlights
INTRODUCTIONThe difficulties of reading and writing are the most prevalent patterns of learning disabilities, as they constitute more than 80% of the categories of learning difficulties
(1) Presenting the response to intervention model as an alternative to the standard divergence between mental ability, and academic achievement, as a tool for diagnosing and assessing learning disabilities (2) Providing special education field with a structured program for diagnosing and treating reading and writing difficulties based on frequent measurement and accurate data and providing therapeutic methods and services that are appropriate to the capabilities and needs of students according to their progress as a strategy for early intervention to save their time and effort
Results related to the first question states: What is the effectiveness of the response to intervention model (RTI) in diagnosing students with learning and reading difficulties in grades four, five and six?
Summary
The difficulties of reading and writing are the most prevalent patterns of learning disabilities, as they constitute more than 80% of the categories of learning difficulties. Importance of the study (1) Presenting the response to intervention model as an alternative to the standard divergence between mental ability, and academic achievement, as a tool for diagnosing and assessing learning disabilities (2) Providing special education field with a structured program for diagnosing and treating reading and writing difficulties based on frequent measurement and accurate data and providing therapeutic methods and services that are appropriate to the capabilities and needs of students according to their progress as a strategy for early intervention to save their time and effort. This reduces the "waiting for failure" phenomenon, and the number of students transferred to special education services. (6) The response to intervention model helps to reduce teachers’ diagnostic errors, and helps to collect data related to their tutorial
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