Abstract This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

中文翻译：

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早期识别和干预以防止阅读失败：对干预 (RTI) 倡议的回应

摘要 本文描述了一种早期识别和干预以防止阅读失败的干预反应 (RTI) 模型。将描述一个简单的筛选系统，以提醒教师注意可能不具备阅读所需的一些必备技能的儿童，以及一个全班干预系统。这些举措的成功得到了系统的衡量，在以英语为第一语言的儿童和以英语为附加语言的儿童中，阅读困难的发生率降低到 1.5%。本文还研究了学生的母语对学习英语阅读的相对影响以及双语的好处。