Abstract
In the present paper, we discuss results from a kindergarten and first grade intervention study that extend results from a first grade intervention study reported by Vellutino et al., (1996). Children at risk for early reading difficulties were identified on entry into kindergarten and half of these children received small group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at risk children and for identifying children who will need more protracted remedial assistance to help them acquire functional literacy skills. Implications of the findings for operationalizing response to intervention to diagnose reading disability were discussed.
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Table of Contents | Introduction
