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Improving Reading Comprehension through Language Comprehension and Early Word Reading: A Multisite Randomized Trial

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Title: Improving Reading Comprehension through Language Comprehension and Early Word Reading: A Multisite Randomized Trial
Language: English
Authors: Trude Nergård-Nilssen (ORCID 0000-0002-1183-8613), Bjarte Furnes, Ømur Caglar-Ryeng, Oddgeir Friborg, Monica Melby-Lervåg
Source: Journal of Educational Psychology. 2026 118(4):484-503.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Grade 3
Descriptors: Reading Comprehension, Program Effectiveness, Language Skills, Decoding (Reading), Intervention, Word Recognition, Foreign Countries, Grade 2, Grade 3, At Risk Students
Geographic Terms: Norway
DOI: 10.1037/edu0001017
ISSN: 0022-0663
1939-2176
Abstract: This randomized controlled trial examined the effectiveness of the UiT-ReadWell program, a reading and language intervention for children aged 7-9 (second and third grades) identified as at risk for reading disorders through national reading assessments. The intervention aimed to improve reading comprehension by targeting both language comprehension and decoding (word reading) skills. A total of 415 students were randomly assigned to either the experimental group, which received four weekly 45-min sessions over 24 weeks (92 sessions in total), or the control group, which continued with standard classroom instruction. Primary outcomes included language comprehension and word reading, whereas reading comprehension was assessed as a secondary outcome. Postintervention results demonstrated that students in the UiT-ReadWell program achieved significantly greater improvements than the control group in decoding (standardized mean difference [SMD] = 0.26), language comprehension (SMD = 0.20), and reading comprehension (SMD = 0.26). These gains were sustained at a 6-month follow-up (decoding: SMD = 0.22; language comprehension: SMD = 0.16; reading comprehension: SMD = 0.24). Mediation analyses revealed that improvements in reading comprehension were facilitated by improved word reading and language comprehension, accounting for ∼27% and ∼34% of the total effect, respectively. This study highlights the efficacy of a comprehensive intervention that simultaneously addresses word reading and language comprehension, leading to lasting improvements in reading comprehension. The findings have significant theoretical and practical implications, offering valuable insights for future research and educational practices to support children at risk for reading difficulties.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507464
Database: ERIC
FullText Text:
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  Data: Improving Reading Comprehension through Language Comprehension and Early Word Reading: A Multisite Randomized Trial
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  Data: <searchLink fieldCode="AR" term="%22Trude+Nergård-Nilssen%22">Trude Nergård-Nilssen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1183-8613">0000-0002-1183-8613</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bjarte+Furnes%22">Bjarte Furnes</searchLink><br /><searchLink fieldCode="AR" term="%22Ømur+Caglar-Ryeng%22">Ømur Caglar-Ryeng</searchLink><br /><searchLink fieldCode="AR" term="%22Oddgeir+Friborg%22">Oddgeir Friborg</searchLink><br /><searchLink fieldCode="AR" term="%22Monica+Melby-Lervåg%22">Monica Melby-Lervåg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(4):484-503.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 20
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
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  Data: 10.1037/edu0001017
– Name: ISSN
  Label: ISSN
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This randomized controlled trial examined the effectiveness of the UiT-ReadWell program, a reading and language intervention for children aged 7-9 (second and third grades) identified as at risk for reading disorders through national reading assessments. The intervention aimed to improve reading comprehension by targeting both language comprehension and decoding (word reading) skills. A total of 415 students were randomly assigned to either the experimental group, which received four weekly 45-min sessions over 24 weeks (92 sessions in total), or the control group, which continued with standard classroom instruction. Primary outcomes included language comprehension and word reading, whereas reading comprehension was assessed as a secondary outcome. Postintervention results demonstrated that students in the UiT-ReadWell program achieved significantly greater improvements than the control group in decoding (standardized mean difference [SMD] = 0.26), language comprehension (SMD = 0.20), and reading comprehension (SMD = 0.26). These gains were sustained at a 6-month follow-up (decoding: SMD = 0.22; language comprehension: SMD = 0.16; reading comprehension: SMD = 0.24). Mediation analyses revealed that improvements in reading comprehension were facilitated by improved word reading and language comprehension, accounting for ∼27% and ∼34% of the total effect, respectively. This study highlights the efficacy of a comprehensive intervention that simultaneously addresses word reading and language comprehension, leading to lasting improvements in reading comprehension. The findings have significant theoretical and practical implications, offering valuable insights for future research and educational practices to support children at risk for reading difficulties.
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  Data: 2026
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  Data: EJ1507464
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      – Type: doi
        Value: 10.1037/edu0001017
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 484
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Word Recognition
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Improving Reading Comprehension through Language Comprehension and Early Word Reading: A Multisite Randomized Trial
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            NameFull: Trude Nergård-Nilssen
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            NameFull: Bjarte Furnes
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            NameFull: Oddgeir Friborg
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              Value: 118
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