This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including…

Teaching a child to read is one of the greatest gifts we can give to that individual and to society as a whole, and yet many students exit school without the necessary literacy skills. For decades, research has demonstrated the importance of phonemic awareness in the development of the alphabetic principle, a prerequisite for competent reading,…

A total of 125 7-year-old students who were poor readers were assigned to 1 of 4 experimental teaching conditions: reading with phonology, reading alone, phonology alone, or a control. Although the phonology alone group showed the most improvement on phonological tasks, the reading with phonology group made the most progress in reading…