In recent years, the response to intervention model has emerged as a promising alternative to the divergence model, as the US Joint National Committee on Learning Disabilities defined the response to intervention model as a set of types of therapeutic interventions that can help provide accurate information about students with learning difficulties and identify them, and their need for special education. The services associated with it include therapeutic interventions in their various stages. The response to intervention model is characterized by the fact that it may consist of two, three or four stages. However, most studies and research have confirmed the effectiveness of the three-stage model and that it is the most widespread. The current study concluded that the response to intervention model is an effective model in Diagnosing and treating learning difficulties is superior to the spacing test, which is only one of the diagnostic criteria. It also effectively employs what was indicated by research and studies on the correlation between developmental learning difficulties and academic learning difficulties, as they are cause-and-effect relationships, and developmental foundations constitute the main determinants of academic learning.