ABSTRACT— J. M. Fletcher and S. Vaughn (2009) describe recent changes to federal laws governing special education eligibility for specific learning disabilities (LDs) focusing on what is commonly known as response to intervention (RTI). The article appears to be a selective review of empirical support for RTI and a consequently overly optimistic view of many practical issues surrounding the implementation of RTI models that neglects the potential negative long‐term impact on the range of students with and without an LD. These include (a) the lack of a firm evidence base reflected in vagaries and ambiguity of the critical details of the model in practice; (b) the worrisome shortcomings of the RTI process as a means of diagnosis or determination of a disability; (c) the contextual, situation‐dependent nature of who is identified; (d) the seeming lack of consideration of bright struggling readers in the RTI process; and (e) the apparent lack of student‐based data to guide the most effective choice of approaches to, and specific components of, intervention.

中文翻译：

---

对干预的反应：预防和补救，也许。诊断，没有。

摘要 ——JM Fletcher 和 S. Vaughn (2009)描述管理特定学习障碍 (LD) 的特殊教育资格的联邦法律最近的变化，重点是通常所说的干预反应 (RTI)。这篇文章似乎是对 RTI 实证支持的选择性回顾，因此对围绕 RTI 模型实施的许多实际问题过于乐观，忽略了对有和没有 LD 的学生范围的潜在负面长期影响。这些包括 (a) 缺乏坚实的证据基础，反映在实践中模型的关键细节的变幻莫测和模棱两可；(b) RTI 过程作为一种诊断或确定残疾的手段的令人担忧的缺点；(c) 确定的人员的上下文、依赖情况的性质；(d) 在 RTI 过程中似乎缺乏对聪明挣扎的读者的考虑；(e) 明显缺乏基于学生的数据来指导最有效的干预方法和具体组成部分的选择。