Obstacles of Applying Response to Intervention Model Principles According to International Reading Association in Elementary Level.

The current study aimed to identify the obstacles of applying the Response to Intervention Model principles according to the International Reading Association from the point of view of primary school literacy teachers in Al Taif City. In addition, the study examined the difference among the sample answers based on the school level and gender variables. The researcher used a descriptive survey approach and designed a questionnaire for this purpose, the questionnaire covered four main topics: teaching and experience, responsive teaching and differentiation, evaluation, and teamwork and school administration. The sample included (258) literacy teachers from the elementary school level participated. The results found that the overall level of obstacles was moderate. But the “teamwork and school administration” principle came first as an obstacle of applying the Response to Intervention Model, while the “responsive teaching and differentiation” principle was the last obstacle of applying the Response to Intervention Model. There are also significant differences for the school level variable in favor of the higher grades. The study provided a number of recommendations to correctly activate the Response to Intervention Model and apply its main principles in Saudi Schools. Keywords: Response to Intervantion, Reading, Elemantary, Obstacles, International Reading Association.