Neuhaus Education Center, TX, USA.
Psicothema. 2010 Nov;22(4):943-8.
With the reauthorization of the Individuals with Disabilities Education Act in 2004, Response to Intervention (RTI) was officially introduced. Unlike the discrepancy model, which determines eligibility in special education with a discrepancy between achievement and ability, RTI was designed to provide intensive instruction to students in the general classroom as soon as difficulties in acquiring requisite reading skills are detected. The proposed goals of RTI include the improvement of reading achievement and the identification of students with learning disabilities (LD). Although RTI holds promise for the former goal when certain conditions are met, the latter goal is more elusive. The Component Model of Reading (CMR) is described in the current paper as an alternative to the discrepancy model and RTI. CMR, which consists of three domains, evaluates a poor reader's performance multidimensionally, so the most appropriate instruction for the reader can be designed to ensure reading success. Empirical evidence of CMR is presented.
2004 年，《残疾人教育法案》（IDEA）重新授权，随即引入了“干预反应”（Response to Intervention，RTI）模式。与差异模型（discrepancy model）不同，差异模型通过成就和能力之间的差异来确定特殊教育的资格，RTI 旨在一旦发现学生在获得必要阅读技能方面存在困难，就立即在普通教室为学生提供强化指导。RTI 的既定目标包括提高阅读成绩和识别学习障碍（LD）学生。尽管在满足某些条件的情况下，RTI 有望实现前一个目标，但后一个目标则更加难以实现。当前论文将阅读成分模型（Component Model of Reading，CMR）描述为差异模型和 RTI 的替代方案。CMR 由三个领域组成，从多维角度评估阅读能力较差的学生的表现，从而可以为读者设计最合适的教学，以确保阅读成功。本文介绍了 CMR 的实证证据。
