Outcomes for Kindergarteners Receiving Supplemental Reading Intervention

Issues surrounding children’s early reading acquisition are complex and multidimensional. A converging body of evidence has documented the positive influence of early intervention on early reading outcomes (Cavanaugh, Kim, Wanzek, & Vaughn, 2004; Gersten et al., 2009), but the majority of investigations have focused largely on student characteristics (e.g., Al Otaiba & Fuchs, 2002, 2006; Chard et al., 2008; Nelson, Benner, & Gonzalez, 2003). In this study we (a) expanded the focus to also consider the poten-tial effects of teacher and setting characteristics on kinder-garteners ’ reading achievement and (b) investigated the extent to which type of reading intervention moderated their impact on kindergarten reading outcomes. By expanding the focus to multiple contexts, the goal was to gain insight into how to design more effective interventions and better understand factors associated with early reading growth