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Direct linkAmjad S. Altheiabi; Nizar H. Bagadood; Mona F. Sulaimani – Australian Journal of Learning Difficulties, 2025
This study explores teachers' perceptions of barriers to implementing the Response to Intervention (RTI) model for students with learning difficulties in Saudi Arabia. Using a qualitative case study approach with semi-structured interviews, the study included eight female teachers. Findings indicate that key barriers include time constraints,…
Descriptors: Teacher Attitudes, Barriers, Response to Intervention, Foreign Countries
Beth Shingles; Cecilia Sinclair; Tessa Weadman; Shiralee Poed; Pamela Snow; Tricia Eadie; Judy Connell; Sharon Goldfeld; Jon Quach – Australian Journal of Learning Difficulties, 2024
In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementation of an RTI framework for oral language and reading was supported by teacher professional learning and a dedicated Implementation Support Partner…
Descriptors: Response to Intervention, Oral Language, Reading Instruction, Elementary School Students
Özge Sultan Balikçi; Macid Ayhan Melekoglu – Australian Journal of Learning Difficulties, 2024
This study aimed to evaluate the effectiveness of the Multi-Component Reading Intervention Program (MRIP) developed to support reading fluency skills and reading motivation of third and fourth grade Turkish students with learning difficulties (LD). The changing criterion design, a single-subject research method, was used in determining the…
Descriptors: Foreign Countries, Reading Fluency, Reading Motivation, Elementary School Students
