Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training’s efficiency for a sample of German reading-impaired third graders (n = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.

对有阅读障碍的儿童进行早期干预对于提高阅读能力和避免学业失败至关重要。一条阅读干预研究的重点是通过文本褪色训练方法对阅读率进行实验性操作。考虑到与阅读相关的相关预测因素（即正字法知识和快速自动命名；RAN），我们旨在评估德国阅读障碍三年级学生样本的文本褪色训练效率（n= 120)。本研究的目的是检验 (1) 正字法知识和 RAN 的预测价值，以及它们在训练期间对理解性能的解释方差的贡献，(2) 文本褪色训练对前一篇文章中阅读率和理解的影响比较，以及（3）（持久的）文本淡入淡出训练效果在前后跟进设计中的单词和句子级别。结构模型的结果表明，RAN与实验组的理解能力显着相关，而对于正字法知识，没有发现足够的回归权重。自定进度组发现了相反的模式。训练后，实验组的阅读率和理解力没有显着提高。然而，在后测时间点对单词和句子水平的显着积极影响表明，与对照组相比，实验组的阅读改进更强。训练后 6 个月的句子级阅读表明训练收益的保留。讨论了对所呈现的积极培训效果以及阅读率、理解和后续保存的混合结果的可能解释。