This systematic literature review aimed to study the effects of early reading interventions in early grades. Specifically, interventions in the early stages affect letter-sound recognition, phonemic awareness, and word identification. Many students may fail to reach the end-of-the-year standards, even with strong classroom teaching. Intervention in the early grades is essential so that reading difficulties decrease. In this systematic review, the researcher synthesized peer-reviewed studies and research surrounding early reading interventions. The findings are presented in article format with themes connected to each research question. The major findings included the effectiveness of early foundational literacy interventions in the younger grades. Specifically, interventions focused on: letter and letter-sound recognition, phonemic awareness, and word recognition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]