In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.

与调查解码能力差的干预措施的大量研究相比，评估阅读理解干预措施的研究要少得多。对于阅读理解有更具体困难的儿童，通常被称为“理解力差”的儿童，研究就更少了。针对低级和高级语言的干预措施的有效性水平各不相同，包括推理，在训练有素的措施上，几乎没有转移到熟练和不熟练的读者的通用阅读理解措施。对于理解能力较差的人来说，结果更为积极，但是对于哪些项目组成部分导致阅读理解有所提高，结果并不一致。这项试点研究采用案例系列设计来探索针对口语推理和理解监测的新型干预措施是否能有效提高 11 名 9;2-12;3 岁儿童的目标技能和阅读理解能力，平均年龄语音和较低水平的语言技能，但推理能力较弱。所有参与者在干预后的主要推理子测试中都有所提高，并且在维持时的得分继续高于干预前。其余高级语言任务的结果更加多样化，阅读理解的结果也是如此，更少的参与者表现出对这些任务的概括，特别是非小说文本。虽然结果是初步的和描述性的，