The present systematic review aimed to examine the effectiveness of the Response to Intervention model in improving reading-related skills among students with dyslexia. Dyslexia is one of the most common and challenging learning disorders characterized by difficulties in reading accuracy, comprehension and academic performance. Given the crucial role of reading skills in students’ educational success, identifying effective approaches to address reading difficulties is of great importance. Among the existing intervention frameworks, the Response to Intervention model is recognized as a systematic and preventive approach aimed at improving reading performance through continuous assessment and tiered instruction. The present study was conducted as a systematic review to analyze both national and international research on the effectiveness of RTI-based reading intervention for students with dyslexia. A review and synthesis of previous studies indicated that programs based on the RTI framework, especially those focusing on phonological awareness, decoding, and multi-sensory instruction, significantly improve reading comprehension, fluency and accuracy. The finding also emphasized that successful implementation of RTI depends on the fidelity of execution, teacher training and the use of valid assessment tools. Overall, the evidence suggests that RTI can serve as an effective educational and therapeutic framework that enhances reading performance and academic achievement in students with dyslexia, while highlighting the need for further professional development localized instructional resources.
Karimzade, S. and shojaee, S. (2026). The Effectiveness of Response to Intervention in Improving Reading skills of Students with Dyslexia: A systematic Review. Journal of Emotional and Behavioral Disorders, 2(4), 32-19. doi: 10.22099/ebd.2026.8592
MLA
Karimzade, S. , and shojaee, S. . "The Effectiveness of Response to Intervention in Improving Reading skills of Students with Dyslexia: A systematic Review", Journal of Emotional and Behavioral Disorders, 2, 4, 2026, 32-19. doi: 10.22099/ebd.2026.8592
HARVARD
Karimzade, S., shojaee, S. (2026). 'The Effectiveness of Response to Intervention in Improving Reading skills of Students with Dyslexia: A systematic Review', Journal of Emotional and Behavioral Disorders, 2(4), pp. 32-19. doi: 10.22099/ebd.2026.8592
CHICAGO
S. Karimzade and S. shojaee, "The Effectiveness of Response to Intervention in Improving Reading skills of Students with Dyslexia: A systematic Review," Journal of Emotional and Behavioral Disorders, 2 4 (2026): 32-19, doi: 10.22099/ebd.2026.8592
VANCOUVER
Karimzade, S., shojaee, S. The Effectiveness of Response to Intervention in Improving Reading skills of Students with Dyslexia: A systematic Review. Journal of Emotional and Behavioral Disorders, 2026; 2(4): 32-19. doi: 10.22099/ebd.2026.8592
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