ABSTRACT When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as assessment-through-teaching (ATT). This article describes an ATT intervention with three low achieving Year 4 students within a single primary school in the UK. Learning outcomes were monitored during a six-week half-term and views of both students and teachers on the intervention were investigated. The intervention group improved their performance in reading accuracy compared to the comparison group, whereas both groups performed less well on post-intervention scores of reading comprehension and motivation, although the decline in the performance of the intervention group was less than the comparison group. Both teacher and student views were positive about the intervention.

中文翻译：

---

评估在关键阶段 2 中对成绩较差的学生进行的有充分根据的干预的影响

摘要 在确定儿童是否有学习困难时，必须排除他们在学校生涯中接受的教学质量作为他们缺乏进步的可能解释。为此，教育心理学家 (EP) 已经采用了一种对干预的反应模型，称为教学评估 (ATT)。本文描述了一项 ATT 干预措施，其中涉及英国一所小学内三名成绩不佳的 4 年级学生。在为期六周的半学期内监测学习成果，并调查学生和教师对干预的看法。与对照组相比，干预组在阅读准确性方面的表现有所提高，而两组在阅读理解和动机的干预后得分方面表现较差，虽然干预组的成绩下降幅度小于对照组。教师和学生都对干预持积极态度。