Introduction Learning disabilities are an important category in people with disabilities; in addition to that they lead to many incompatible behaviors. And the developmental coordination disorder in students with learning disabilities is one of the most common disorders among primary stage students, as the results of some studies concluded that about 50% of students with Learning disabilities suffer from developmental coordination disorder , but they can be taught developmental coordination skills by using the response to intervention model that is an introduction that includes a framework for evaluating learning disabilities and their deviation from their peers. It is very effective in diagnosing and treating students with learning disabilities. The response to intervention model is effective in reducing the developmental coordination disorder, so the researcher sought in the current study to reduce the developmental coordination disorder among primary stage students with learning difficulties through a training program based on the response to intervention model. Aims of the study 1. To identify the effectiveness of the response to intervention model reducing developmental coordination disorder among primary school students with learning disabilities. 2. To identify the continuity of the effectiveness of the response to intervention model in reducing developmental coordination disorder among primary school students with learning disabilities. The importance of the study 1. Providing teachers with some methods that help to reduce developmental coordination disorder among primary stage students with learning disabilities. 2. Including in educational curricula a new model (The response to intervention model ) that can be used in diagnosing and treating students with learning disabilities to help them acquire developmental coordination skills. 3. Including The response to intervention model as an important teaching method when designing educational curricula 4. Conducting training courses for teachers and those in charge of educating students with disabilities to know how to identify and teach students with learning disabilities using the response to intervention model Study Methodology 1. Spatial determinants: The program was applied in a number of schools affiliated to the Hehia Education Administration. 2. Time limits: The study program and tools were applied during the first semester of the academic year 2022-2023. 3. Methodological determinants: it is divided into: A-Study Methodology: The current study relied on the experimental approach to test the effectiveness of the response to intervention model on reducing developmental coordination disorder among primary stage students with learning disabilities. B-Study sample: The study was conducted on a sample of (20) students with learning disabilities who suffer from developmental coordination disorder, and their ages ranged between (9-10) years, with an average of (9.5) years, and they were divided into two groups; an experimental group consisting of (10) students and a control group consisting of (10) students. C- Study Tools: The following tools were used: 1. Stanford-Binet Intelligence Scale (fifth image) (Regulation: Mahmoud Abu El-Nil, 2011). 2. Quick Neurological Screening Test for students with Learning Disabilities, prepared by Margaret Moti, Howell Sizzling, Norma Spalding 1978 (Arabization: Abdel-Wahhab Kamel, 2007) 3. Developmental Coordination Disorder Scale for students with Learning Disabilities (Prepared by: Mahmoud El-Tantawy, 2018). 4. The training program is based on the response to intervention model (prepared by: Ashraf Shereet , Doaa Khattab , Seham Abdel Sabour). The statistical methods used: The data were processed using non-parametric statistical methods, which are as follows: 1- Mann-Whitney test. 2- Wilcoxon test. 3- Binary correlation coefficient for calculating the effect size. Study Hypotheses: According to the theoretical framework and previous studies, the study hypotheses can be formulated as follows: 1-There are statistically significant differences between the mean scores of the experimental group and the control group of primary stage students with learning difficulties in the post measurement on the developmental coordination disorder scale at level (0.01) in favor of the experimental group. 2-There are statistically significant differences between the mean scores of the experimental group of primary stage students with learning disabilities in the pre and post measurements at the level (0.01) in favor of the post measurement on developmental coordination disorder. 3-There are no statistically significant differences between the mean scores of the experimental group of primary stage students with learning disabilities in the post and follow-up measurements on the developmental coordination disorder scale. Study Results: The current study reached the following results: 1- There are statistically significant differences between the mean scores of the experimental group and the control group of primary stage students with learning disabilities in the post-measurement of the developmental coordination disorder scale at the level of significance (0.01) in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the experimental group of primary stage students with learning difficulties in the pre and post measurements on developmental coordination disorder at level (0.01) in favor of the post measurement. 3- There are no statistically significant differences between the mean scores of the experimental group of primary stage students with learning disabilities in the post- and follow-up measurement on the developmental coordination disorder scale after two months .