抄録
Response to the Intervention (RTI) strategy is a systematic approach that encourages a collaborative effort among teachers, support staff, and administrators to address the needs of all pupils. This collaborative and inclusive approach can foster a more supportive learning environment for pupils. This study aims to find out the impact of the RTI strategy on the performance of Iraqi EFL primary pupils and to improve their performance. The hypothesis is assumed to be established. Which is: There is no statistically significant difference between the mean score of the experimental group who is taught by using RTI strategy, and the control group who is taught by a prescribed method in the post-performance test. To achieve the aim of this research and verify its hypotheses The pupils have been taught during the academic year 2024-2025 in English subject. The sample was selected from Sixth grade pupils and divided into two classes, with 68 pupils. (34) students comprise each class. Class (A) for the experimental group and Class (B) for the Control group. Simple Random Sampling is used to select pupils from each class. The results show that there is a statistically significant difference between the mean scores of the experimental group and the control group in the posttest. Moreover, there is a statistically significant difference between the mean score of the experimental group in the pre and posttest. This indicates that the RTI strategy is more effective than the prescribed method.
