This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were trained to provide content-area reading practices during social studies, and struggling readers from these classes received small-group intervention aligned to those practices, allowing for additional practice opportunities with feedback. Struggling readers in the nonaligned condition received the same small-group intervention, though they were not provided the comprehension practices during their Tier 1 social studies instruction. Students in the BAU received typical social studies instruction and typical intervention. Results yielded statistically significant, positive effects in favor of the aligned condition on proximal measures of content knowledge and vocabulary but no significant differences on standardized measures of reading comprehension and vocabulary.

中文翻译：

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检验与 Tier 1 教学相一致的 Tier 2 阅读理解干预对四年级有困难的读者的影响

本文介绍了一项准实验研究的结果，该研究检查了与 Tier 1 教学一致的 Tier 2 干预、非一致的 Tier 2 干预以及对内容知识、词汇和阅读结果的一切照旧 (BAU) 比较四年级挣扎的读者。在一致条件下，教师接受培训以在社会研究期间提供内容区域阅读练习，来自这些班级的困难读者接受与这些练习一致的小组干预，从而提供额外的练习机会和反馈。在非结盟条件下苦苦挣扎的读者接受了相同的小组干预，尽管在他们的一级社会研究教学中没有为他们提供理解练习。BAU 的学生接受了典型的社会研究指导和典型的干预。结果产生了统计学上显着的积极影响，有利于内容知识和词汇的近端测量的对齐条件，但在阅读理解和词汇的标准化测量上没有显着差异。