The Effectiveness of Response to Intervention (RTI) Model in Treating Dyslexia and Reducing Proportion Prevalence of Learning Disabilities
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, intentionally chosen to have reading disabilities. The sample re...
| Main Authors: | , |
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| Format: | Article |
| Language: | Arabic |
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Deanship of Scientific Research (DSR), the University of Jordan
2021-06-01
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| Series: | دراسات: العلوم التربوية |
| Subjects: | |
| Online Access: | https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/2846 |
| Summary: | 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, intentionally chosen to have reading disabilities. The sample represents the students of an evening center in Dammam city KSA, aged between (8-10) years (4 females and 15 males). The study followed a quasi-experimental approach, where the group was 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 there are statistically significant differences between the results of the 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. Six students 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.
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| ISSN: | 1026-3713 2663-6212 |