Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth‐grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed.

中文翻译：

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不同强度的阅读干预对高三学生的影响

表现出严重阅读困难的残疾学生可能需要加强干预才能取得进步。这项研究的目的是在两个单独的随机对照试验中，以两种不同的强度，对表现出严重阅读困难并且有或可能患上阅读障碍的四年级学生的一部分，检验多成分阅读干预的效果。残疾。与典型的学校服务相比，我们使用多层模型来研究标准1，研究强度较小的实施方案和研究2强度较高的实施方案的效果。分析显示，对于研究1中标准的，强度较小的实施方案，治疗无明显效果。