Investigating the Effects of an Early Reading Intervention on At-Risk Kindergarteners

This study examined the effects of an early reading intervention on a group of at risk kindergarteners. The effects are compared to a similar group of at-risk kindergarteners that did not receive an intervention. Using the Scott Foresman Early Reading Intervention (ERI) treatment students were given 3 30-minute lessons a week for 6 weeks while non-treatment students received no intervention. The ERI placement test was used as a pre and posttest measure. Results indicated treatment students benefited from the 6-week intervention, as scores were significantly higher on letter naming and letter sound knowledge. Implications for early reading interventions are discussed