Reading problems are among the most prevalent concerns in schools; poor readers in elementary school who do not receive special assistance are particularly at risk for dismal academic careers. In a large-scale project, children with serious reading problems received targeted intervention to address critical early literacy skills. The assistance combined focused practice and frequent monitoring to provide instruction needed to improve reading skills. Participating students achieved significant gains in reading performance compared to a control group not receiving intervention. The outcomes of the study relate to continuing efforts to reduce the very large numbers of children failing to achieve early literacy skills in U.S. schools.
Journal of Research in Childhood Education, 22(4), 425–439
Link to study
Year of Study
Wang, C., & Algozzine, B. (2008). Effects of Targeted Intervention on Early Literacyeracy Skills of At-Risk Students. Journal of Research in Childhood Education, 22(4), 425–439. https://doi.org/10.1080/02568540809594637