Journal of Basic Education


2009.第18卷第2期(Vol. 18 No. 2).pp. 87–103


Supporting Students with Specific Learning Difficulties through Applying the “Three-Tier Intervention Model”: Concepts and Practices

陸秀霞、鄭佩芸(Sarah S. H. LUK & Pui-Wan CHENG)





The Hong Kong Education Bureau introduced a “Three-Tiered Intervention Model” in 2006 for supporting students with specific learning disabilities in mainstream schools. The model was first proposed under the Responses to Intervention (RTI) model in the Individuals with Disabilities Education Act 2004 (IDEA) in the United States as a reference for the identification of learning disabilities. This paper offers an overview of the “Three-Tiered Intervention Model”, including its relation to RTI, its definition, theoretical background, characteristics and implementation in Hong Kong. Implications for applying this model to Chinese literacy instruction and identification of reading disabilities are also discussed.