Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the "Dynamic Indicators of Basic Early Literacy Skills" subtests of Nonsense Word Fluency, Letter Naming Fluency, and…

Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…

This study examined the effects of a supplemental early reading intervention on the beginning literacy skills of 12 kindergarten/first-grade urban English language learners (ELLs). The Early Reading Intervention (ERI; Simmons & Kame'enui, 2003) was the instructional intervention used with all students. A multiple-baseline design across…

In this article the authors review the reading status of urban learners and examine the role of phonemic awareness in reading acquisition. Their review indicates that phonemic awareness alone is not sufficient for reading acquisition, and that phonemic awareness in combination with alphabetic principle is needed to promote reading competence. The…