The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in the 1980s with individual studies, each focused on one part of the reading process (e.g., decoding, vocabulary, comprehension). The quantitative results of these studies showed significant differences between the experimental and the control group or between baseline and after-instruction conditions. In 2004, an opportunity arose to integrate the empirically validated components within a whole reading program and to have that program independently evaluated. Several scaling-up efforts have resulted. The lessons learned and the challenges inherent in scaling up an intervention are shared. Recommendations for future efforts related to putting research into practice are made.

中文翻译：

---

在针对中学生的强化循证阅读干预的开发和验证过程中吸取的教训

本文的目的是描述一个 40 多年的旅程，在此期间研究人员努力设计和评估针对中学生的综合的、基于经验的阅读干预，并记录所吸取的教训，并为此类工作提出未来方向。干预的最初发展始于 80 年代的个别研究，每项研究都侧重于阅读过程的一个部分（例如，解码、词汇、理解）。这些研究的定量结果表明，实验组和对照组之间或基线和指导后条件之间存在显着差异。2004 年，出现了一个机会，可以将经过实证验证的组件整合到整个阅读计划中，并对该计划进行独立评估。一些扩大规模的努力已经产生。分享了扩大干预的经验教训和固有的挑战。提出了有关将研究付诸实践的未来努力的建议。