Development of Learning Disability Students’ Reading and Writing Ability through their Response to Intervention Model

Abstract

          The objectives of this study were: 1) To develop the reading and writing competencies of students with learning disabilities (LD) using the Response to Intervention (RtI) model, and 2) to study student satisfaction with the RtI model. The target group included 12 third-grade students who had been screened and were likely to have learning disabilities in reading and writing. The materials and methods employed in the study included 1) the BRIEF2 Screening Teacher Form, 2) a reading and writing 7 activity set, 3) a reading and writing test, and 4) a satisfaction questionnaire. The study results revealed that: 1) After participating in 7 activities, students met the set reading and writing criterion, developing students' reading and writing competencies through 7 activities allowed them to progress from easier to more difficult activity tasks. Class schedules arranged for students to study in small groups, and 2) Student satisfaction with the use of the Response to Intervention (RtI) model was at the highest level (= 4.61, S.D.=0.62). In summary, teachers providing close attention, enabled students to improve their reading and writing competencies effectively, responding well to the intervention.