Development of An Optimal Framework for the Identification and Intervention of Pupils with Reading Disorders in Oman

Reading Disorders (RDs) refer to a number of difficulties in reading related-processes which pupils experience due to neurological related causes, atypical brain functioning as well as atypical informal processing. Known as the most common learning disability (LD), RDs have severe academic, social and emotional consequences on pupils. In western contexts, epidemiological studies show that the number of pupils with LDs in schools ranges from 15% to 30% of the pupils' population. Of all pupils with LDs 70%-80% have deficits in reading (Christo, Davis, and Brock, 2009; Veuillet et al., 2007; Silver et al., 2007). In general, school practices for pupils with RDs have been informed by two competing models, namely the discrepancy and the Response to Intervention (RTI) models. Given the increasing number of pupils with RDs in cycle1 basic education schools in Oman and the fact that identification and intervention practices have been inadequately shaped by mere labeling as guided by the discrepancy model, the purpose of the current research project is to establish an optimal framework for teaching pupils with RDs in Oman. The framework includes identification of RDs based on a comprehensive neuropsychological perspective in addition to setting up a model of best practices informed by the RTI multi-tiered instructional strategy for teaching pupils with RDs in schools. As such the current research project has a number of long-term goals. It aims to: ? Establish an optimal framework for teaching pupils with RDs in cycle 1 basic education schools. ? Establish a model of best practices in the identification and intervention of RDs in Oman. ? Enhance the quality of school life for pupils with RDs in Oman. ? Provide policy makers with empirical data with regard to the problem of RDs in cycle1 basic education schools. As such, the current project is expected to have a number of outcomes which form its short term-goals. These include: 1. Developing the first neuropsychological screening battery of RDs driven by the Omani context. 2. Developing the first neuropsychological diagnostic battery of RDs driven by the Omani context. 3. Identifying prevalence rates or RDs in Oman, thus be the first study to assess the prevalence of RDs in Oman. 4. Identifying teachers? perceptions of children with RDs in schools. 5. Educating teachers about the nature of RDs. 6. Identifying the support needs which are essential for establishing an optimal framework of teaching pupils with RDs in cycle 1 basic education schools. 7. Design of multi-tiered quality instruction strategy which will both identify and intervene for RDs in cycle 1 basic education schools. 8. Training teachers on how to accommodate and teach pupils with RDs in class. Using mixed method approach grounded in positivist and interpretivist research paradigms, the current research project will involve a national sample of 50% of the student population in cycle 1 basic education schools. The project targets the training of pioneer cohorts of teachers to radically change the current practices as well as the provision for pupils with RDs in order to present a model of best practices which will set up a nationally optimal framework for teaching pupils with RDs in Oman.