| ACKNOWLEDGEMENTS | 第5-6页 |
| ABSTRACT | 第6页 |
| TABLE OF CONTENTS | 第7-9页 |
| List of Tables | 第9-11页 |
| List of Figures | 第11-12页 |
| CHAPTER IINTRODUCTION AND REVIEW LITERATURE | 第12-38页 |
| 1.1 Specific Learning Disability(SLD) | 第12-14页 |
| 1.2 Response to Intervention(RTI) | 第14-24页 |
| 1.2.1 Screening | 第15-18页 |
| 1.2.2 Progress Monitoring | 第18-20页 |
| 1.2.3 Multi-level Intervention System | 第20-23页 |
| 1.2.4 Database Decision Making | 第23-24页 |
| 1.3 Types of Assessment Within RTI | 第24-26页 |
| 1.3.1 Diagnostic assessments | 第24页 |
| 1.3.2 Formative Assessment | 第24-26页 |
| 1.3.3 Summative Asssessment | 第26页 |
| 1.4 Approach Model in RTI | 第26-27页 |
| 1.4.1 Standard Treatment Protocol(STP) | 第26-27页 |
| 1.4.2 Problem Solving Model(PSM) | 第27页 |
| 1.5 Indonesia National Curriculum 2006 of Elementary School | 第27-29页 |
| 1.6 Intervention Strategies | 第29-36页 |
| 1.6.1 Reading intervention Strategies | 第29-32页 |
| 1.6.2 Writing Intervention strategies | 第32-34页 |
| 1.6.3 Math intervention strategies | 第34-36页 |
| 1.7 Purpose of Research | 第36-37页 |
| 1.8 Research Questions and Hypotheses | 第37-38页 |
| CHAPTER Ⅱ METHOD | 第38-48页 |
| 2.1 Design | 第38页 |
| 2.2 Quantitative statistical data analysis | 第38-39页 |
| 2.3 Participants | 第39页 |
| 2.4 Measures | 第39-40页 |
| 2.5 Procedure | 第40-48页 |
| 2.5.1 Primary Intervention Strategies(Tier 1)in General Educational setting | 第40-43页 |
| 2.5.2 Secondary Intervention Strategies(Tier 2)in Small Group Setting | 第43-48页 |
| CHAPTER Ⅲ RESULT | 第48-73页 |
| 3.1 Statistical Analysis for Research Questions 1 | 第48-56页 |
| 3.1.1 Significant effects on post-test result at Primary Intervention group | 第48-50页 |
| 3.1.2 The effectiveness of student outcome in the Primary Intervention group39 | 第50-54页 |
| 3.1.3 Percentage of responder and non-responder students grade 1-3 at the end43 | 第54-56页 |
| 3.2 Summary | 第56-58页 |
| 3.2.1 Primary Intervention on reading skill for students grade 1-3 | 第56页 |
| 3.2.2 Primary Intervention on writing skill for students grade 1-3 | 第56-57页 |
| 3.2.3 Primary Intervention on math skill for students grade 1-3 | 第57-58页 |
| 3.3 Statistical Analysis for Research Question 2 | 第58-73页 |
| 3.3.1 Students development progress (average score)and growth measure | 第58-68页 |
| 3.3.2 Percentage of responder and non-responder students grade 1-3 at | 第68-69页 |
| 3.3.3 Summary | 第69-73页 |
| CHAPTER Ⅳ DISCUSSION | 第73-91页 |
| 4.1 Implementation of RTI in the field | 第73-86页 |
| 4.1.1 Identification of students with SLD | 第73-85页 |
| 4.1.2 Technical Issue when identifying students with SLD on reading, writing | 第85-86页 |
| 4.2 The advantage of RTI model than traditional model to identify | 第86-88页 |
| 4.3 Limitation | 第88-89页 |
| 4.4 Future Studies | 第89-91页 |
| REFERENCES | 第91-120页 |
| APPENDIX | 第120-169页 |
