Abstract Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed.

中文翻译：

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谁从小学阶段的阅读干预中受益？将干预与阅读资料相匹配

摘要 阅读困难可能有多种原因。有效的阅读干预方法需要针对个别读者的具体原因。早期阅读干预知识计划包括三个干预途径：语音-音素途径、语音-拼写途径和口语途径。本研究调查了 902 名初等教育第二年至第五年成绩不佳的学生的每种途径的有效性。学生的阅读资料各不相同。这些干预措施是在普通学校环境中实施的。对三种途径的干预提高了年轻（2 岁和 3 岁）和年长（4 岁和 5 岁）年龄组的阅读准确性和理解力。三个途径的准确率提高模式对于每组来说是相似的，随着年龄较大的学生获得较小的收益。阅读资料影响了增益的速率或数量。就理解而言，语音和口语途径在两个年龄组中都比拼写途径产生了更高的收益。风险最大的学生表现出最高的收益。讨论了干预的影响。