This randomized controlled trial in 55 low-performing schools across Florida implemented two literacy interventions--one using a standalone intervention and one using materials embedded in the core reading program. The interventions were delivered daily for 45 minutes for 27 weeks in 2013/14 and 2014/15 in small groups of K-2 students at risk of literacy failure. The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention, but impacts on other student outcomes were similar for the two interventions. On average, students in schools in both intervention groups showed improvements relative to each other in reading and language outcomes. The two interventions also had a similar impact on reading and language outcomes among English learner students and non-English learner students, except for some reading outcomes in kindergarten. [For the full report, see ED572933.]