Young students who are struggling with reading need a strong foundation in decoding skills. The need for strong decoding skills is particularly true for students facing multiple risk factors. A robust research base exists for interventions that improve decoding skills, but that research base extends minimally to students facing several risk factors. We used a multiple-probe across behaviors design to evaluate the impact of a multi-component reading intervention on the decoding skills of four first grade students. During the multi-component intervention, students received several opportunities to construct, deconstruct, write, and read target words from different word families. Results were indicative of a functional relation between the intervention and improvements in word reading. This effect was replicated across all four study participants. Participants reported the intervention had high acceptability. Practical implications and directions for future research are discussed.

阅读困难的年轻学生需要在解码技能方面打下坚实的基础。对于面临多种风险因素的学生来说，对强大的解码技能的需求尤其如此。对于提高解码技能的干预措施，存在一个强大的研究基础，但该研究基础很少扩展到面临多种风险因素的学生。我们使用跨行为设计的多重探测来评估多成分阅读干预对四名一年级学生解码技能的影响。在多成分干预过程中，学生获得了多次构建、解构、书写和阅读来自不同词族的目标词的机会。结果表明干预与单词阅读改善之间存在功能关系。这种效应在所有四名研究参与者中都得到了复制。参与者报告说，这种干预具有很高的可接受性。讨论了未来研究的实际意义和方向。