Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.

有前途的小学生阅读教学方法包括同伴辅助学习程序和阅读策略。此外，阅读理解模型指出了阅读能力的各种决定因素的重要性，例如阅读流畅性和词汇知识。需要评估多元阅读干预计划，以确定它们是否以及如何在这些理论和实证模型的基础上展现它们对小学生阅读能力的影响。因此，本研究被设计为针对小学全班教学的 20 节课同伴协助和基于策略的多组分干预的准实验研究。线性混合模型和潜在增长模型用于分析纵向数据（前，N  = 187) 和对照组 ( N  = 177)。结果显示各组之间的交互作用和阅读理解的变化，表明干预组的分数在后测 ( d  = 0.15) 中显着增加，但在后续测试中没有显着增加 ( d  = 0.12)。潜在增长模型的结果指出了设计明确整合阅读策略、阅读流畅性和词汇知识以及培养内在阅读动机的干预措施的重要性。此外，阅读流利度被证明是阅读理解的最强预测因子，并且流利度随时间的变化与阅读理解的发展密切相关。