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Born in the United States in particular as an alternative to the discrepancy criterion used to diagnose a specific learning disorder, the Response to Intervention model advocates, from a prevention perspective, to consider such a diagnosis for students who are resistant to evidence-based teaching and more intensive early support for students in need. Various versions of this model have been developed and the Multi-Tier System of Supports seems to be gradually gaining ground. Although such initiatives make it possible, under certain conditions, to reduce the number of children referred to specialised services, they are barely mentioned in French-speaking European education systems. This article offers a review of these different models, their relevance, their main criticisms, as well as the necessary conditions to test them in French-speaking European countries.