What is it about?
Understanding what you read depends on two skills: decoding the words and making sense of the language. We tested a school program called UiT‑ReadWell that builds both at the same time for children aged 7–9 who were at risk of reading difficulties. Across multiple schools in Northern Norway, 415 children were randomly assigned either to participate in UiT‑ReadWell or to continue with regular lessons. Trained teachers ran small groups four times a week for 24 weeks—93 sessions of 45 minutes. Each lesson mixed word reading (letter–sound mappings, sounding out, fluent reading) with oral language (e.g., vocabulary, grammar, listening) using engaging texts matched to each child’s level and a consistent routine. Children in the program made bigger gains than their peers in word reading, language comprehension and, crucially, reading comprehension. These gains lasted and were still present six months after the program ended. We also saw why comprehension improved: better word reading and stronger language skills worked together to boost understanding. Children who attended more sessions improved more. In short, a focused, school‑friendly program that targets both decoding and making meaning helps struggling readers understand what they read, with benefits that extend beyond the final session.
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Why is it important?
Many reading programs help children sound out words, but far fewer improve reading comprehension, the real goal of reading. In this large, preregistered randomized study—planned in advance and with children assigned by chance—small‑group, teacher‑led lessons that combine early word reading with work on vocabulary, grammar and listening produced meaningful gains in comprehension that lasted at least six months. The approach is practical for schools: it has a clear structure, trained teachers, leveled texts and a consistent routine. It can be scaled and used across classes and schools. By strengthening both sounding out and language understanding, schools can give at‑risk readers a better chance to succeed not only right after the program but also months later.
Perspectives
As a researcher and educational psychologist, I’ve seen how frustrating it can be for children to read the words but miss the meaning. What excites me most about this work is watching confidence grow as students move from sounding out to discussing ideas in a text. Partnering with dedicated teachers was a highlight. We also succeeded in designing a program with engaging texts and tasks that captivated even high‑energy boys with “ants in their pants.” My hope is that these findings encourage schools to invest in both language and early word reading so more children experience the joy of truly understanding what they read. Next, we plan to follow students over a longer period, explore how to embed this approach in everyday teaching at scale and test the program with older students to see how well it adapts to later grades.
Trude Nergård-Nilssen
UiT the Arctic University of Norway
Read the Original
This page is a summary of: Improving reading comprehension through language comprehension and early word reading: A multisite randomized trial., Journal of Educational Psychology, March 2026, American Psychological Association (APA),
DOI: 10.1037/edu0001017.
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