Abstract
This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.
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