Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions are most effective. Conducted within a parent project, which investigated the effects of an inferential reading comprehension intervention, the current study examined factors related to the deployment of students’ attention as well as language status that might be associated with differential response to intervention. Sixty-six struggling middle school readers were randomly assigned to a computerized version of the intervention, a teacher-led version, or business-as-usual (BaU) control instruction. The influence of language status (i.e., English Learner status) and pre-intervention levels of mind-wandering, anxiety, and mindset on the effects of the inferential reading comprehension intervention were examined. There were no moderator effects for the teacher-led group compared to the BaU control. Conversely, anxiety, mind-wandering, and language status moderated the effects of the computer-led intervention for some reading and inference-making outcomes. The computer-led intervention was associated with improved inference-making for students with higher levels of self-reported anxiety and mind-wandering. In contrast, the computer-led intervention was less beneficial than BaU instruction for English learners. Findings are discussed with respect to how these factors might be relevant for interpreting the effects of interventions for struggling middle school readers in general, and for English learners in particular. The findings also point to the importance of considering the characteristics of both student and instructional features in the creation and testing of reading comprehension interventions.

尽管许多学生受益于循证阅读理解干预，但并非所有学生都会表现出足够的反应。适度分析提供了一种统计方法，可以检查对谁进行干预以及在什么情况下干预最有效。在一项旨在调查推论性阅读理解干预效果的家长项目中进行的本项研究调查了与学生注意力部署以及语言状态相关的因素，这些因素可能与干预措施的不同反应有关。六十六名苦苦挣扎的初中读者被随机分配到干预措施的计算机化版本，教师指导的版本或照常营业（BaU）控制指令中。语言状态的影响（即，考察了英语学习者的状态）和心理干预之前的心理游荡，焦虑和心态干预水平。与BaU对照相比，教师主导的小组没有主持人的作用。相反，焦虑，游荡和语言状态减轻了计算机主导的干预对某些阅读和推理结果的影响。以计算机为主导的干预措施可以改善自我报告的焦虑和精神错乱的学生的推理能力。相反，对于英语学习者而言，计算机主导的干预措施没有BaU指导那么有益。讨论了有关以下因素的发现：这些因素可能如何与一般情况下解释对苦苦挣扎的初中读者的干预效果有关，特别是对于英语学习者。研究结果还指出，在创建和测试阅读理解干预措施时，必须考虑学生特征和教学特征的重要性。