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The current study evaluates whether students\u2019 baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students\u2019 end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.<\/jats:p>","DOI":"10.1177\/00222194211010349","type":"journal-article","created":{"date-parts":[[2021,4,30]],"date-time":"2021-04-30T03:48:47Z","timestamp":1619754527000},"page":"259-271","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":19,"title":["The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention"],"prefix":"10.1177","volume":"55","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5057-9933","authenticated-orcid":false,"given":"Johny","family":"Daniel","sequence":"first","affiliation":[{"name":"Boston University, MA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8305-5549","authenticated-orcid":false,"given":"Sharon","family":"Vaughn","sequence":"additional","affiliation":[{"name":"The University of Texas at Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gregory","family":"Roberts","sequence":"additional","affiliation":[{"name":"The University of Texas at Austin, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amie","family":"Grills","sequence":"additional","affiliation":[{"name":"Boston University, MA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,4,30]]},"reference":[{"key":"bibr1-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2011.01.008"},{"key":"bibr2-00222194211010349","doi-asserted-by":"publisher","DOI":"10.3102\/01623737024003219"},{"key":"bibr3-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2006\/023)"},{"key":"bibr4-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-012-9406-3"},{"key":"bibr5-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1177\/0014402918787339"},{"key":"bibr6-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.97.1.55"},{"key":"bibr7-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1177\/0741932516648463"},{"key":"bibr8-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr1003_5"},{"key":"bibr9-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1080\/10888431003623546"},{"key":"bibr10-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1080\/10573560802683549"},{"key":"bibr11-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1016\/j.lindif.2018.02.011"},{"key":"bibr12-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1177\/074193258600700104"},{"key":"bibr13-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1177\/0022219408331039"},{"issue":"1","key":"bibr14-00222194211010349","first-page":"53","volume":"6","author":"Hooper D.","year":"2008","journal-title":"Electronic Journal of Business Research Methods"},{"key":"bibr15-00222194211010349","doi-asserted-by":"publisher","DOI":"10.1177\/0741932518773154"},{"key":"bibr16-00222194211010349","volume-title":"Kaufman Test of Educational Achievement\u2014Third edition (KTEA-3)","author":"Kaufman A. 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