The Early Literacy Program focuses on the development of early literacy skills, with additional emphasis on intervention for students at risk of not meeting grade-based reading benchmarks. Districts and charter schools (LEAs) assess, and report to the state, students' reading composites and benchmarks three (3) times a year using the Acadience Reading (formerly DIBELS) assessment. The results of those assessments are reported here. The Utah State Board of Education (USBE) uses a Statewide Student Identifier (SSID) to accurately track each student. This allows for analysis of the short- and long-term effects of instruction. Key findings from the report include: (1) Early Literacy Program resources make a difference. A student who did not meet reading benchmarks on his/her beginning of year test and received a reading intervention is seven times as likely to meet reading benchmarks on his/her end of year test than if the student had not received a reading intervention; (2) Interventions reached their intended target audience. Students in "at-risk" student groups, including students with a disability (SWD), English learners, students from a low-income household, and students who identify as a race other than White or identify as Hispanic/Latino ethnicity (collectively referred to as "minority" students), were more likely to receive an intervention; and (3) Reading benchmark rates improved throughout the school year. At the beginning of the 2018-2019 school year (SY 2019), the percentages of students who met grade-level based reading benchmarks were 60% of first graders, 72% of second graders, and 71% of third graders. By the end of SY 2019, the overall percentages of students who met grade-level based reading benchmarks were 67% of first graders, 71% of second graders, and 74% of third graders. [For "2017-18 Early Literacy Report," see ED595881.]