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High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2\u00a0years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and reading comprehension for pretest and reading comprehension only for posttest. Findings revealed no statistically significant differences with word-level fluency modeled as a continuous variable between treatment and control on reading comprehension. 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