This presentation describes findings from a randomized experiment of the Voyager Passport reading intervention for fourth grade students with comprehension difficulties. We examined whether students with reading difficulties receiving the intervention outperformed students receiving typical school services in decoding, word recognition, fluency, vocabulary, or comprehension. Exploratory analyses were also conducted to examine effects for students with varying levels of reading comprehension ability. Findings revealed an effect for the intervention only on reading comprehension. Implications for research and practice will be discussed.
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