Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1‐year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow‐up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports.

中文翻译：

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三年级学生个性化强化阅读干预的纵向结果

早期干预可以减少阅读障碍。但是，治疗反应是多种多样的，有些学生的持续性赤字需要加强支持。这项研究检查了针对三年级学生的个性化强化阅读计划的即刻和1年成果，该课程在整个教学日内平均交付了189个小时，为期3个月。将这些学生的表现与两个比较组进行比较，包括获得小组支持的贫困读者和没有额外阅读指导的良好读者。强化组在程序后和一年后立即显示出单词识别和解码流利性的改善，并且显着阅读障碍从干预前的62％降至随访时的35％。此外，基线阅读，拼写，语音意识和快速命名技能可以预测以后某个时间出现持续的阅读缺陷。尽管显示了阅读技巧的提高，但三年级和四年级仍然存在贫富读者之间的巨大差距。这项研究说明了高强度的阅读计划的重要性，但也需要持续的支持。