【我的总结与翻译】

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

干预反应法就提供了这种额外的帮助，它为那些在常规测试中得分较低的孩子提供了特殊设计的指导。

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.

Fuchs教授表示，这个过程通常需要约8至10周小范围的辅导。这种强化辅导要使用研究型的指导方法。学生们通过测试来查看进展，有时需要每周就进行一次。

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.

经过指导性干预，情况有所改善的孩子可以重新回到他们正常的教学活动，而情况没得到改善的，则可能会被判为患有学习障碍症。但Fuchs教授称，大部分学校制度都需要额外的测试来确定障碍症的存在。

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.

一些老师和管理者都认为干预反应法能够减少需要进行特殊服务的学生数量。Fuchs教授告诉我们，这还没得到证实。但已有研究显示，干预反应法可以解决某些学生的学习问题，特别是对那些幼儿。并且，同时，它还可以鉴别出哪些学生需要更多的帮助。

posted on 2008-03-21 08:30 echo 阅读(24) 评论(0)  编辑  收藏 网摘收藏