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.
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