Beschreibung:
<jats:title>Abstract</jats:title><jats:p>This study addressed the effects of multiyear, response‐based, tiered intervention for struggling readers in grades 6–8. A sample of 768 sixth‐grade students with reading difficulties was randomized to a response‐based, tiered‐intervention condition or “business as usual,” and initial treatment status was maintained over the three‐year study. To estimate the effect of treatment and to address questions about the acceleration of learning, a multiple‐indicator, multilevel growth model was fit, representing the likely trajectories of the group of students originally randomized (in the fall of sixth grade) to treatment. Three‐year trajectories were fit, with the results representing likely multiyear trends for the three groups. Treatment students, on average, outperformed business‐as‐usual students. The effect size based on the multiple‐indicator, multilevel model was .26. Treated students also outperformed the group of typical readers when achievement was characterized in terms of slope over time. However, a sizable gap remained between treated and typical students in the spring of eighth grade.</jats:p>