Reverse Reading Disorder (RRD) is considered as an exceptional learning situation that a learner is only able to read text written in inverse order, making major educational difficulties. This article aims to investigate the efficiency of interference approaches designed by the CEO of Barz Private School, a PhD-qualified teacher, and a group of education experts. The study utilizes a comprehensive diagnostic assessment including standardized tests of reading, cognitive evaluation, and intensive evaluation of the student’s social, family, and medical background. However, evaluations performed by both family physicians and specialists have confirmed that the student exhibited no signs of neurological disorders or brain-related impairments. This assessment is enriched with a personalized intervention strategy, employing a multi-sensory method, and incorporating visual, auditory, kinaesthetic, and tactile learning styles.  Sessions of intervention were conducted twice a week over four years, including an adaptive plan, and exercises of reverse reading and phoneme-grapheme. Findings indicated notable achievements and a significant decrease in reading errors, improved fluency, and better understanding. Advancement metrics demonstrated a reduction in error rates and upgraded performance in standardized reading tests. In conclusion, the study recommends the impact of personalized, and adaptive learning plans and strategies for treating multifaceted disorders like RRD. It also highlights the importance of intensive diagnostics and tailored intervention strategies in improving educational performance.

Keywords: Reverse Reading Disorder, Multi-sensory approach, Diagnostic assessment, Personalized intervention, Educational improvement.