For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grade 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.

对于对基于研究的干预反应不足的学生，建议使用基于数据的决策 (DBDM) 加强干预。与（a）单词阅读干预和（b）DBDM程序的功效有关的高小学生研究很少。这项随机对照试验检查了在两个时间点使用数据的不同效果，以加强对有阅读障碍或有阅读障碍 (RD) 风险的 4 年级和 5 年级学生的多音节单词阅读干预。88 名学生被随机分配到三个条件之一：干预的初始定制（仅 IC）、DBDM 的初始定制（IC + DBDM）或一切照旧的比较条件。结果表明，（a）两种治疗条件下的学生在多音节单词阅读方面的表现优于比较条件，（b）IC + DBDM 条件下的学生在解码方面也优于比较学生。讨论了其中的含义，包括在仅 IC 之外使用 DBDM 以及在小组环境中进行决策的方法。