The number of students with learning disabilities (LD) has grown substantially in the last three decades. These students account for more than half of the special education programs. As with the growing number, there is a great debate on the identification procedures of students with LD during early years. One of the models to early identify students with disabilities is Response to Intervention (RtI). The purpose of this article is to describe RtI on the identification of students with learning disabilities (LD) in the early years of childhood. First, a brief overview of RtI is provided, including the most popular models. Next, utilization of RtI in the identification of LD is described. Then, an overview of approaches that RtI is used to maximize achievement for a wide range of students is provided. Finally, future research directions in the area of special education within a model of RtI are discussed.

Response to intervention, learning disabilities, early identification, reading