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Multicomponent Reading Intervention: A Practitioner's Guide

Daniel, Johny; Barth, Amy; Ankrum, Ethan

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Amy Barth

Ethan Ankrum


Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading‐related domains. Recent intervention data, as demonstrated by Vaughn et al. (2022), underscores the effectiveness of employing multicomponent reading interventions that target diverse reading skills, yielding positive outcomes for elementary students. This article aims to furnish educators with essential insights and resources to design and implement tailored multicomponent interventions for students with reading difficulties or learning disabilities. By incorporating these targeted interventions, teachers can provide personalized support, thus facilitating growth in the students' reading‐related skills. Moreover, the article offers practical methodologies for progress monitoring, allowing teachers to accurately track students' reading‐related growth and make data‐driven adjustments to optimize their learning experiences. Empowering teachers with such evidence‐based approaches can have a profound impact on students' reading comprehension and overall academic success.


Daniel, J., Barth, A., & Ankrum, E. (2023). Multicomponent Reading Intervention: A Practitioner's Guide. The Reading Teacher,

Journal Article Type Article
Acceptance Date Nov 1, 2023
Online Publication Date Nov 22, 2023
Publication Date 2023
Deposit Date Nov 23, 2023
Publicly Available Date Nov 23, 2023
Journal The Reading Teacher
Print ISSN 0034-0561
Publisher Wiley
Peer Reviewed Peer Reviewed
Keywords progress monitoring, learning disabilities, multicomponent reading interventions, small‐group instruction, reading difficulties
Public URL


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