Impact of an Early Reading First Project's Intensive Intervention Program on Language and Early Reading Skill Development

Document Type

Conference Presentation

Conference Title

Annual Meeting of the American Educational Research Association


American Educational Research Association


San Francisco, CA

Conference Dates

April 7-11, 2006

Date of Presentation



This study is of a federally-funded Early Reading First project’s early intervention program targeting a subgroup of academically at-risk preschoolers with the goal of improving school readiness. The intervention program consisted of three components: a) daily 30-minute, one-to-one and small group sessions facilitated by an early reading specialist focusing on language and early reading skill development, b) weekly in-classroom coaching by early reading specialists, and c) regular communication with classroom teachers and parents. In this paper, the analysis focuses on a subgroup of randomly assigned “intensive intervention eligible” preschoolers (treatment = 62 and control = 30). Results demonstrate the intensive intervention program to be effective in improving letter recognition and receptive language skills of participating academically at risk preschoolers.

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