This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive reading interventions. Both studies provided yearlong intensive reading interventions to ninth graders. The study included replication of a post hoc analysis employed in a previous study of ninth graders who also received 1 year of intervention. Results from both studies demonstrated that the effects of treatment were not moderated by decoding level for reading comprehension. Statistically significant effects of verbal ability were found. These findings suggest the effectiveness of intervention and that higher verbal skills improve students’ comprehension, though the effects were more pronounced for Study One than Study Two.

中文翻译：

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两项研究的概念复制调查初始单词阅读技能对高中生干预的反应

本调查研究了干预前单词阅读能力对九年级有学习障碍、阅读困难的学生和英语学习者在治疗和比较条件下的阅读理解结果的影响。对精读干预的两项独立但相关的实验研究进行了二次数据分析。这两项研究都为九年级学生提供了为期一年的强化阅读干预。该研究包括重复之前对九年级学生进行的一项研究中采用的事后分析，这些学生也接受了 1 年的干预。两项研究的结果表明，治疗效果不受阅读理解解码水平的影响。发现了语言能力的统计显着影响。