We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.

中文翻译：

---

家庭参与小学阅读干预：剂量和导师水平异质性的补偿关系

我们使用了基于三年一次的阅读课程的口语阅读流利度测量数据，这些数据来自参加循证二级阅读干预计划（阅读军团）的 11,834 名 2 年级和 3 年级学生，以调查家庭参与干预可能在多大程度上缓冲较低干预剂量的负面影响。当学生花在辅导上的时间较少时，家庭参与阅读团与口语阅读流利度的增长之间的关系更强，这表明家庭参与分层阅读干预可以弥补接受较少干预剂量的影响。不同导师之间的这种效应存在明显差异，表明这种关系在导师层面存在异质性。向家庭发送家庭参与材料与返还给导师的材料之间的关系在不同导师之间也存在很大差异。我们讨论研究结果对于以学校为基础的学术干预系统的实际意义。我们还强调了未来方向的局限性和机遇。