This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control…

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g.,…

This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…