Despite considerable knowledge of the factors that influence initial intervention response, little is known about how to sustain successful intervention response over time. The current study examined spring literacy outcomes for kindergarten (n = 177), second (n = 149), and third grade students (n = 204) who successfully exited an evidence-based tutoring program during the fall semester. Successful responders in kindergarten, second, and third grade were randomly assigned by school to receive either no follow-up support or access to a once-weekly oral practice session. Results were mixed across grades and outcomes, but in kindergarten and third grade, treatment corresponded to an approximately 15% increased likelihood of meeting year-end benchmarks on targeted literacy skills. Findings are discussed in the context of suggestions for higher-quality longitudinal research designs of educational interventions.

尽管对影响初始干预反应的因素有相当多的了解，但对如何随着时间的推移维持成功的干预反应知之甚少。当前的研究检查了幼儿园 ( n  = 177)、二 年级( n = 149) 和三年级学生 ( n = 204) 谁在秋季学期成功退出了循证辅导计划。幼儿园、二年级和三年级的成功回应者由学校随机分配，要么不接受后续支持，要么接受每周一次的口头练习。不同年级和成果的结果喜忧参半，但在幼儿园和三年级，治疗对应于达到年终目标识字技能基准的可能性增加了约 15%。在对更高质量的教育干预纵向研究设计的建议的背景下讨论了调查结果。