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‪Drawing on North American scientific literature, this review retraces the genesis and evolution of the Response to Intervention (RTI) framework in North America. It explores the organisational aspects of the framework’s implementation and the interventions’ contents in the field of reading, shedding light on some characteristics of effective interventions for struggling readers. Beyond the isolated successes of several interventions, it also highlights the challenges that scientific research faces in evaluating the overall effectiveness of this approach. By highlighting specific conditions for its efficacy, it also points to the need to contextualise results and consider the diversity of implementations and obstacles related to its roll-out.‪