In this study, the dynamic response to intervention model was designed to find out the impact on the diagnostic rate of the reading learning disability. 69 seven-year-olds were screened for this purpose, and classified into 50 general children and 19 at risk for reading disabilites, among them, at risk for reading disabilites was divided into a experimental group of 10 and a comparison group 9. The average child and the comparative groups of at risk for reading disabilities were placed in Phase 1 (Tier 1) arbitration, while the experimental group of at risk for reading disabilities was required to receive both Phase 1 and Phase 3 interventions at the same time. Afterwards, the study subjects conducted a follow-up test after the first grade in elementary school to examine the difference in the diagnostic rate of the reading disability due to the applicability of the dynamic response to intervention model. As a result, groups of at risk for reading disabilities with dynamic response to intervention models showed lower ratios than comparison groups for those selected as early groups of at risk for reading disabilities.