The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no intervention. In the Exp group, teachers adapted a specific instructional time for reading (SITR) in the light of children’s difficulties. A significant gain of .23 σ in fluency and a gain of .33 σ in reading comprehension were observed in favor of the Exp group, (a) but there was no gain in numeracy skills (as expected); (b) the amount of SITR is linked to children’s scores in literacy skills; (c) SITR is linked to progress in fluency and reading comprehension. These results argue in favor of differentiated reading instruction for children with difficulties during learning to read.

目的是检查干预对流利度和阅读理解的影响，以及这些干预的效果如何取决于教师与阅读困难儿童相处的时间。涉及两组：一个实验组（n = 600）接受了与代码相关的技能培训，一个对照组（n = 597）没有接受干预。在Exp组中，教师根据儿童的困难调整了特定的阅读教学时间（SITR）。观察到有利于 Exp 组的 0.23 σ 的流畅性和 0.33 σ 的阅读理解显着增益，(a) 但计算技能没有增益（正如预期的那样）；(b) SITR 的数量与儿童的识字技能分数有关；(c) SITR 与流利度和阅读理解的进步有关。