A Way to Help Students Before They Fail (2/2)

Response to intervention supplies that extra help. R.T.I. provides specially designed instruction for children who have scored low on general tests.

Professor Fuchs says the process usually involves about eight to ten weeks of small group tutoring. The intensive work uses research-based methods of instruction. The students are tested, sometimes as often as every week, to measure progress.

Those who improve after the instructional intervention go back to their normal classroom activities. Those who do not might be declared learning disabled. But Professor Fuchs says most school systems require additional testing to confirm the presence of a disability.

Some teachers and administrators believe response to intervention can reduce the number of students put into special services. Professor Fuchs tells us this has not been proven. But studies have shown that R.T.I. can solve learning problems for some students, especially young children. And, at the same time, it can identify others who need much more help.

参考译文：

“反映-干预法”就提供那种额外的帮助。R.T.I.为那些在常规测验中分数低的学生提供特殊设计的辅导。

Fuchs教授说，这个过程通常涉及大约8到10周的小组辅导。这种强化辅导使用以研究为基础的教育方法，对学生进行测试来衡量其进步（程度），有时频率达到每周一次。

那些经过指导性干预后取得进步的学生就回到正常的课堂学习中去。反之则可能被宣布有学习障碍。但是Fuchs教授说，大部分学校系统需要加试来确定学习障碍的存在。

一些教师和管理者认为，“反映-干预法”可以减少参加特殊（教育）服务学生的数量。Fuchs教授告诉我们，这一点还没有得到证实。但是研究已经表明，R.T.I.可以为一些学生，尤其是较小的儿童，解决学习问题。并且，它同时能判定其他那些需要更多帮助的学生。

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