Success for All, a multi-tiered school reform program, has its origins in the US and has recently expanded to the Netherlands. Using a multiple case study approach, we investigated similarities and differences in the way struggling readers are supported at two Success for All schools in the US and two in the Netherlands. First- and second-grade teachers and other staff members involved in the implementation of Success for All and the support of struggling readers were interviewed. We concluded that American and Dutch interviewees agreed on the benefits of Success for All for struggling readers, such as the engaging whole-class lessons and the possibility to offer tutoring. Furthermore, in both countries a tension was observed between the scriptedness of Success for All and the need for flexibility in the support of struggling readers. Regarding differences, we observed that both contextual and cultural factors led to variations in the way struggling readers are supported.

人人享有成功是一项多层的学校改革计划，起源于美国，最近又扩展到荷兰。我们使用多案例研究的方法，调查了美国两所成功学校和荷兰两所成功学校为挣扎的读者提供支持的方式的异同。采访了参与实施“全民成功”计划的一，二年级老师和其他工作人员，以及苦苦挣扎的读者的支持。我们得出的结论是，美国和荷兰的受访者一致认为，“全民成功”计划对苦苦挣扎的读者有好处，例如，引人入胜的全班课程和提供补习的可能性。此外，在这两个国家中，人们都看到了《全民成功》的脚本化与为挣扎的读者提供支持的灵活性的需求之间的紧张关系。