I have noticed a couple of similarities with third grade students who need extra help with reading.
1. They are still tracking print with their finger when reading. This slows the reading and then affects their comprehension. Decades ago (in first grade) the rule of thumb was to give them a bookmark or an index card to place under the sentences and then move down as they read. I think in an effort to make students appear more "engaged" we have prolonged tracking print with their fingers.
This is especially important to fix as students are reading more passages and articles on the computer, especially for testing. You might see them reaching out to touch the screen or rereading words, phrases, and sentences more often.
2. For vocabulary, using context clues should be used in conjunction with structured vocabulary lessons. Has the common core standard which requires students to use context clues in reading replaced the need for teachers to just teach words? No doubt they need to use context clues when reading. Sometimes context clues are not enough, they need more direct instruction. It is not just science and social studies content words that are difficult, but words like "remember" or "disappointed."
One strategy I have used this year is before reading the passage together (choral or partner), I dedicated the first five minutes for them to read it silently and highlight words that are unfamiliar. As a class we discussed the words and sometimes I would display a visual for the word using my laptop.
My reasoning for this was to allow them to first use the context clues to find meaning and provide support only for those words they had trouble with. I worry with the reading shift away from using books and instead using passages as the primary source for reading instruction, that we are limiting students' vocabulary. If we move away from using books for reading instruction, then maybe we should bring back a scheduled read-aloud time for the intermediate students.