Designing and Testing Interventions to Improve Text Comprehension

A primary focus of our research is the design and evaluation of literacy interventions for students with, or at risk for, reading difficulties from kindergarten through secondary grades. Our work spans whole-class, small-group, and individualized interventions delivered across both school- and home-based contexts, with particular attention to supporting English learners and students with identified reading disabilities. Across developmental stages, we examine how literacy outcomes can be improved through genre- and discipline-specific approaches, including interventions that integrate reading and writing to strengthen text comprehension. We also develop and test interventions that address co-occurring challenges that shape literacy development, including difficulties related to language, attention, motivation, self-regulation, and anxiety. In collaboration with interdisciplinary partners, we further develop and evaluate digital literacy interventions designed to expand access to evidence-based instruction and support scalable implementation across diverse educational contexts. Explore our current intervention studies below! 

Current Intervention Studies

boy running

STORIES at School

This IES-funded study (2024–2028) is developing and evaluating STORIES a narrative language and literacy intervention for students in grades 2–3 with or at risk for language and literacy disabilities.

STORIES at Home logo of an owl in a house on a book

STORIES at Home

The BRIDGES Lab and Harvard Child-Centered AI Lab are developing and evaluating a digital storybook reading program that teaches families a shared reading routine to support language and listening comprehension development in children in grades 1–3.

teacher working with students

SPARK

This NIH/NICHD-funded study (2024–2029) evaluates whether SPARK, an intervention integrating evidence-based reading and behavioral attention practices, improves reading and attention outcomes for students in grades 2–4 with co-occurring reading and attention difficulties.

middle school kids in history class

ACCESS

The BRIDGES Lab is collaborating with Dr. Daniel Espinas at George Mason University to evaluate ACCESS, a social studies intervention for students in grades 6–7 designed to strengthen disciplinary literacy practices within middle school social studies instruction.

Select Publications on Interventions:

Roberts, G. J., Roberts, G., Capin, P., Fall, A.-M., Vedder, B. B., Handy, A., & Jestice, M. (2026). The Efficacy of Integrating Engaged Learners Into Small Group Reading Instruction on Reading and Attention Outcomes: A Randomized Controlled Trial. Exceptional Children, 92(4), 483-501,. https://doi.org/10.1177/00144029251396747 (Original work published 2026)
Roberts, G. J., Roberts, G., Capin, P., Fall, A.-M., Vedder, B. B., Handy, A., & Jestice, M. (2026). The Efficacy of Integrating Engaged Learners Into Small Group Reading Instruction on Reading and Attention Outcomes: A Randomized Controlled Trial. Exceptional Children, 92(4), 483-501,. https://doi.org/10.1177/00144029251396747 (Original work published 2026)
Gillam, R. B., Gillam, S. L., van Dijk, W., Roberts, G., Capin, P., & Vaughn, S. (2025). The Direct and Indirect Effects of an Oral Narrative Intervention for Children with or At Risk for Language and Reading Disorders. Mind, Brain, and Education, 19(4), 345-355,. https://doi.org/https://doi.org/10.1111/mbe.70024 (Original work published 2025)
Gillam, R. B., Gillam, S. L., van Dijk, W., Roberts, G., Capin, P., & Vaughn, S. (2025). The Direct and Indirect Effects of an Oral Narrative Intervention for Children with or At Risk for Language and Reading Disorders. Mind, Brain, and Education, 19(4), 345-355,. https://doi.org/https://doi.org/10.1111/mbe.70024 (Original work published 2025)
Roberts, G. J., Capin, P., Handy, A., Coté, B., & Jimenez, Z. (2025). A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. Journal of Learning Disabilities, 58(5), 343-358,. https://doi.org/10.1177/00222194241263649 (Original work published 2025)
Roberts, G. J., Capin, P., Handy, A., Coté, B., & Jimenez, Z. (2025). A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. Journal of Learning Disabilities, 58(5), 343-358,. https://doi.org/10.1177/00222194241263649 (Original work published 2025)
Hall, C., Dahl-Leonard, K., Roberts, G. J., Capin, P., Peacott, D., Thayer, L., & Smith, K. C. (2025). Piloting an approach to family-implemented decoding instruction for kindergarten-aged children. 72, 122-132,. https://doi.org/https://doi.org/10.1016/j.ecresq.2025.02.011 (Original work published 2025)
Hall, C., Dahl-Leonard, K., Roberts, G. J., Capin, P., Peacott, D., Thayer, L., & Smith, K. C. (2025). Piloting an approach to family-implemented decoding instruction for kindergarten-aged children. 72, 122-132,. https://doi.org/https://doi.org/10.1016/j.ecresq.2025.02.011 (Original work published 2025)
Grills, A. E., Vaughn, S., Bowman, C., Capin, P., Fall, A.-M., Roberts, G., & Barnes, E. D. (2024). Efficacy of a Cognitive-Behavioral Anxiety Management Program Integrated Within a Reading Intervention. 17(3), 549-577,. https://doi.org/10.1007/s41811-024-00211-6 (Original work published 2024)
Grills, A. E., Vaughn, S., Bowman, C., Capin, P., Fall, A.-M., Roberts, G., & Barnes, E. D. (2024). Efficacy of a Cognitive-Behavioral Anxiety Management Program Integrated Within a Reading Intervention. 17(3), 549-577,. https://doi.org/10.1007/s41811-024-00211-6 (Original work published 2024)
Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J., & Vaughn, S. (2024). An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School. Remedial and Special Education, 45(4), 230-246,. https://doi.org/10.1177/07419325231213876 (Original work published 2024)
Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J., & Vaughn, S. (2024). An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School. Remedial and Special Education, 45(4), 230-246,. https://doi.org/10.1177/07419325231213876 (Original work published 2024)
Dahl-Leonard, K., Hall, C., & Capin, P. (2024). Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention. https://doi.org/10.1007/s11881-024-00315-w (Original work published 2024)
Dahl-Leonard, K., Hall, C., & Capin, P. (2024). Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention. https://doi.org/10.1007/s11881-024-00315-w (Original work published 2024)
Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J., & Vaughn, S. (2024). An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School. Remedial and Special Education, 45(4), 230-246,. https://doi.org/10.1177/07419325231213876 (Original work published 2024)
Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J., & Vaughn, S. (2024). An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School. Remedial and Special Education, 45(4), 230-246,. https://doi.org/10.1177/07419325231213876 (Original work published 2024)
Gillam, S. L., Gillam, R. B., Magimairaj, B. M., Capin, P., Israelsen-Augenstein, M., Roberts, G., & Vaughn, S. (2024). Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial. Language, Speech, and Hearing Services in Schools, 55(3), 661-682,. https://doi.org/10.1044/2024_LSHSS-23-00171 (Original work published 2024)
Gillam, S. L., Gillam, R. B., Magimairaj, B. M., Capin, P., Israelsen-Augenstein, M., Roberts, G., & Vaughn, S. (2024). Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial. Language, Speech, and Hearing Services in Schools, 55(3), 661-682,. https://doi.org/10.1044/2024_LSHSS-23-00171 (Original work published 2024)
Martinez, L. R., Fishstrom, S., Vaughn, S., Capin, P., Carlson, C. D., Andress, T. T., & Francis, D. J. (2024). Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction. Reading Research Quarterly, 59(3), 349-370,. https://doi.org/https://doi.org/10.1002/rrq.541 (Original work published 2024)
Martinez, L. R., Fishstrom, S., Vaughn, S., Capin, P., Carlson, C. D., Andress, T. T., & Francis, D. J. (2024). Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction. Reading Research Quarterly, 59(3), 349-370,. https://doi.org/https://doi.org/10.1002/rrq.541 (Original work published 2024)
Swanson, E., Stewart, A. A., Stevens, E. A., Scammacca, N. K., Capin, P., Bhat, B. H., Roberts, G., & Vaughn, S. (2024). The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes†. Journal of Research on Educational Effectiveness, 17(2), 288-317,. https://doi.org/10.1080/19345747.2023.2181897 (Original work published 2024)
Swanson, E., Stewart, A. A., Stevens, E. A., Scammacca, N. K., Capin, P., Bhat, B. H., Roberts, G., & Vaughn, S. (2024). The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes†. Journal of Research on Educational Effectiveness, 17(2), 288-317,. https://doi.org/10.1080/19345747.2023.2181897 (Original work published 2024)
Roberts, G. J., Capin, P., Handy, A., Coté, B., & Jimenez, Z. (2024). A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. Journal of Learning Disabilities. https://doi.org/10.1177/00222194241263649
Roberts, G. J., Capin, P., Handy, A., Coté, B., & Jimenez, Z. (2024). A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. Journal of Learning Disabilities. https://doi.org/10.1177/00222194241263649