We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one- and two-year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.

中文翻译：

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后期基础奋斗读者实施一到两年的强化阅读干预的效果。

我们研究了由研究人员提供的484名四年级有严重阅读困难的阅读干预的有效性。将学生随机分配到干预一年，干预两年或照常比较条件（BAU）。与接受了一年干预和BAU组的学生相比，接受了两年干预的学生在阅读流利性方面获得了显着提高。与BAU组相比，一年和两年组的学生在单词阅读方面表现出相似且明显更大的收获。三组在阅读理解的标准化测量上没有统计学上的显着差异。