This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade‐level appropriate passages. Results from structural equation modeling indicate that the model is not invariant across grade levels. Vocabulary knowledge is a significant and constant predictor of overall reading comprehension irrespective of grade level. While significant, fluency effects diminish over grades, especially in the later grades. Lack of grade level invariance was obtained with both samples. Results are discussed in light of vertically linked reading assessments, adequate yearly progress, and instruction.

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The purpose of this quasi-experimental study was to (a) compare Tier 2 evidence-based intensive reading instruction to business-as-usual instruction for sixth graders with and without learning disabilities who were "far below" or "below" basic level in literacy and (b) explore the development of a response-to-inter vention model in middle school. The study took place in a large inner-city urban setting, where 100% of students received free or reduced-price lunch and 90% of the students were considered English learners at some point in their school history. Interven tion students received intensive small-group instruction for 30 hours across 10 weeks. Credential candidates in special education provided the small-group instruction in the treatment condition. Results on oral reading fluency, less so for Maze reading com prehension measures, indicated greater improvements for treat ment students, and students with learning disabilities benefited as much or more than the other struggling sixth graders. Educa tional implications and recommendations for future research are discussed.

Viadero, D. (2001). The dropout dilemma. Education Week, 20, 26. Retrieved from http://www.edweek .org/ew/articles/2001/02/07/21dropout.h20.html Werblow, J., & Duesbery, L. (2009). The impact of high school size on math achievement and dropout rate.

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