Reading gains and gaps: students with reading difficulties’ response to an open educational reading intervention

This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of data suggested that all students’ oral reading fluency scores were generally higher during the intervention phase, although gains varied according to baseline reading profiles. Students with higher initial fluency tended to show larger increases and some maintenance at follow-up, whereas students with the lowest baseline skills displayed more limited changes. Social validity ratings suggested high acceptability among students and teachers. The observed patterns point to the potential value of open educational reading interventions grounded in established evidence-based instructional components, while highlighting the need for differentiated intensity to better support students with more severe reading difficulties.