{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T17:22:24Z","timestamp":1786123344178,"version":"build-2736575974"},"reference-count":53,"publisher":"Wiley","issue":"9","license":[{"start":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T00:00:00Z","timestamp":1777507200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T00:00:00Z","timestamp":1777507200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100000279","name":"Nuffield Foundation","doi-asserted-by":"publisher","award":["EDO\/FR\u2010000023452"],"award-info":[{"award-number":["EDO\/FR\u2010000023452"]}],"id":[{"id":"10.13039\/501100000279","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["acamh.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Reading comprehension is critical for academic success, yet many children with persistent decoding difficulties struggle to achieve it. This study examined whether a multicomponent literacy intervention is effective in improving reading comprehension and whether any gains in comprehension are mediated by improvements in word reading and vocabulary knowledge.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      In a randomised controlled trial (RCT), 285 English\u2010speaking children aged 7\u20139\u2009years with reading difficulties were assigned to a waitlist control group or the Research Informed Literacy with Language (RILL) intervention, a structured, multicomponent programme targeting decoding and language skills. Literacy outcomes were assessed at baseline (t1), postintervention (t2) and at 4\u2010month follow\u2010up (t3). The trial was preregistered;\n                      <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"https:\/\/www.isrctn.com\/ISRCTN18940975\">https:\/\/www.isrctn.com\/ISRCTN18940975<\/jats:ext-link>\n                      .\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Children receiving RILL showed significantly greater gains in word\u2010level literacy (\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.19,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u2009.001), taught vocabulary (\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.30,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u2009.017) and reading comprehension (\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.23,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u2009.011) immediately postintervention. Effects were sustained at follow\u2010up (word\u2010level literacy\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.17; taught vocabulary\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.30; comprehension\n                      <jats:italic>d<\/jats:italic>\n                      \u2009=\u20090.25). Mediation analyses, showed a significant indirect effect of the intervention on comprehension at delayed follow\u2010up via word\u2010level literacy at t2 (y\u2010standardised indirect\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u2009.10, 95% CI [0.06, 0.12]), with a negligible direct effect (y\u2010standardised\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u2009.01, 95% CI [\u22120.20, 0.20]). In an additional exploratory parallel\u2010mediation model, both t2 word\u2010level literacy and taught vocabulary showed unique indirect effects on t3 comprehension (word\u2010level literacy indirect:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u2009.16, 95% CI 0.10, 0.21, and taught vocabulary indirect\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u2009.11, 95% CI 0.02, 0.23).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Our intervention produced immediate and sustained improvements in word\u2010level literacy, taught vocabulary and reading comprehension in struggling readers. Persisting decoding weaknesses are common in later primary years, and our findings show that improving word reading can produce enduring benefits for comprehension.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.70159","type":"journal-article","created":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T09:17:17Z","timestamp":1777540637000},"page":"1562-1575","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Decoding and vocabulary improvements mediate sustained gains in reading comprehension: Evidence from a randomised controlled trial of a multicomponent reading intervention"],"prefix":"10.1111","volume":"67","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7350-4048","authenticated-orcid":false,"given":"Cameron","family":"Downing","sequence":"first","affiliation":[{"name":"Department of Education University of York  York UK"},{"name":"Miles Dyslexia Centre Bangor University  Bangor 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