English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure (g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school.

中文翻译：

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强化阅读干预对学​​习障碍九年级英语学习者的影响

有学习障碍（LD）的英语学习者在理解文本方面有记录明确的困难。这项研究检查了强化阅读干预（青少年阅读干预[RIA]）对LD（n = 85）的九年级英语阅读者的阅读结果（单词阅读，词汇和理解力）的影响。在RIA中，学生接受了高级单词学习，流利度，词汇量和理解力的指导。分配给RIA的参与者在整个九年级的学年中接受了每周大约3.75至4.25小时的干预，而处于比较状态的学生则参加了选修课。在使用协方差分析测试治疗效果并控制错误发现率之后，除近端词汇量外，两组之间无显着差异（g = 0。41）。在单词阅读和句子水平理解的度量上，观察到很小的，不显着的影响，并且Hedges的g值范围从0.08到0.18。研究结果揭示了提高高中学习障碍英语学习者阅读效果所面临的挑战。