This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit and received a tier 2 reading intervention that was targeted to their needs. Results showed a significant effect between groups on reading growth. Students with severe reading deficits receiving targeted tier 2 intervention grew at a rate that equaled the rate of growth of students without reading deficits and was significantly higher than students who were receiving special education services for reading. Implications for practice, suggestions for future research, and study limitations are discussed.

中文翻译：

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阅读障碍严重的学生接受了典型成绩学生的干预与接受特殊教育的学生的阅读增长比较

本研究比较了有和没有学习障碍的学生，以及有和没有阅读障碍的学生在响应干预框架内对二级阅读干预的反应。参与者是来自六所城市学校的 499 名二年级和三年级学生。在秋季阅读筛查评估中得分等于或低于第 10 个百分点的学生被确定为有严重的阅读障碍，并接受了针对他们需求的二级阅读干预。结果表明，组间对阅读增长有显着影响。接受有针对性的二级干预的严重阅读障碍学生的增长速度与没有阅读障碍的学生的增长速度相当，并且明显高于接受特殊阅读服务的学生。