英语作为我国儿童学习的第二语言，其学习环境和资源极其有限，导致英语学习成为我国儿童学习的难点。阅读是英语学习一项重要的技能，但有一部分儿童与同伴相比，存在明显的阅读困难。科学认识阅读困难的原因和特点，对阅读不良儿童进行早期干预和教育指导具有重要的现实意义。目前较为常用的阅读困难鉴别模式包括智力成就差异鉴别模式和干预应答鉴别模式。近些年来兴起的干预-应答鉴别模式，通过提供及时、有效的干预，可以提早发现阅读困难的发生及对其进行早期矫治，因而在英语国家中得到了广泛的关注。汉语儿童的英语学习环境和资源相对匮乏，其英语阅读不良的发生更为普遍，因此探讨这两种鉴别模式在汉语儿童英语阅读学习困难的鉴别效力有非常重要的意义。本研究在汉语宏观语言环境下，选取46名英语阅读不良的四年级儿童，及与其匹配的46名正常儿童，对干预的有效性进行了验证。根据不同的鉴别指标及其应答情况，将阅读不良儿童分成了完全应答儿童、部分应答儿童和应答不良儿童，并对其语言认知技能进行了探讨和分析。最后，研究比较了干预应答模式与智力-成就差异模式鉴别阅读不良儿童的有效性。研究的主要结果表明：1. 对汉语儿童而言，针对英语语音意识、解码技能和字母知识等语音加工技能，进行600分钟、8-10人的小组干预训练，能够显著地提高他们在英语语音意识、假词拼读和字母知识上的成绩。2. 分别采用语音加工技能和英语阅读水平作为鉴别指标，阅读不良儿童对干预产生明显分化， 15%的儿童完全应答，44%的儿童部分应答，41%的儿童不应答。3. 通过干预-应答模式鉴别出的完全应答、部分应答和应答不良儿童是两个相对不同的阅读不良亚群体，其中应答不良儿童在英语认知技能上显著低于另外两组儿童，而完全应答和部分应答儿童在大部分技能上没有显著差异。4. 在干预应答模式下鉴别出的干预应答和干预不应答儿童在字母知识、语音记忆、快速命名等认知加工技能上存在显著差异，而在智力成就差异模式下鉴别出的阅读困难儿童与不符合差异模式的儿童在语言认知技能上没有任何差异。

Reading is a core skill in English language learning, while parts of students have reading difficulties. Given to the limited second language input and intervention, the occurrence of English reading difficulties is more common in China than in native English-speaking countries. Response-to-intervention model (RTI) and IQ-Achievement discrepancy model are widely used in the area of reading difficulty identification. Therefore, comparison of the two models in identifying Chinese-speaking children’s English learning is of great significance.Under Chinese-speaking environment, 46 poor English readers and 46 controlled normal readers were tested for the effectiveness of the intervention. Based on the intervention, we divided 46 poor English readers into full-responders, part-responders and non-responders, and tested their differences on English cognitive skills. In addition, we analyzed the reading-related cognitive skills of students at risk for English reading difficulties between RTI model and IQ-achievement discrepancy model.The results indicated:a. 600-min, two tiers，small-group intervention was effective in the prevention and correction of 10 years old Chinese children with English reading difficulties.b. Based on the cognitive skills criteria and reading performance criteria, these poor readers are divided into full-responders(15%), part-responders(44%) and non-responders(41%).c. There were significant differences between non-responders and other two groups on English reading-related cognitive skills; while there is no significant difference between full responders and part-responders on these skills.d. Response-to-intervention model provided a better way than IQ-achievement discrepancy model to identify Chinese students at risk for learning English.