The Present Study Aimed to Determine the Effectiveness of the Response to Intervention Model on Reading Performance and Executive Functions in Students with Reading Disorders.

This Study Employed a Quasi-Experimental Pretest-Posttest Design with a Control Group and Utilized a Simple Mixed Factorial Analysis of Variance. The Statistical Population Included All Students Referred to the Learning Disabilities Center of Varamin.Total of 30 Students Were Selected Through Convenience Sampling and Assigned to Two Groups. The Experimental Group Received an RTI-Based Intervention Program Over 12 Sessions, With Three Sessions per Week, While the Control Group Received No Intervention During This Period. Data Were Collected Using the Reading Disability Test and the Behavior Rating Inventory of Executive Function.

The Results of the Data Analysis Indicated That RTI Model Had a Statistically Significant Effect on the Executive Functions of Students with Reading Disorders(p<0.05). These Executive Functions Included Inhibition, Shifting, Emotional Control, Initiation, Working Memory, Planning, Organization of Materials, and Monitoring. the Findings Showed That the RTI Model Had a Statistically Significant Effect on Students’ Reading Performance(p<0.05), Encompassing Components Such as Word Reading, Word Chains, Rhyming, Picture Naming, Reading Comprehension, Word Comprehension, Phoneme Deletion, Nonword Reading, Letter Signs, and Category Signs.

The Findings of the Present Study Support the Effectiveness of the Response to Intervention Model as an Effective Approach for Enhancing Reading Performance and Executive Functions in Students With Reading Disorder. Therefore, the RTI-Based Program Can Be Utilized by Therapists, Teachers, and Educational Specialists to Improve Dyslexia and Executive Functioning in Students With Reading Disorder.