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Overview
Early Intervention in Reading (EIR)® is a program designed to provide extra instruction to groups of students at risk of failing to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K–2, the program includes whole-class instruction followed by small-group instruction for students who score low on oral reading and literacy skills. In grades 3 and 4, the program consists of small group instruction for 20 minutes, four days a week. Teachers are trained for nine months using workshops and an Internet-based professional development program.
Research
One study of Early Intervention in Reading® 1 met the What Works Clearinghouse (WWC) evidence standards. The one study included 12 teachers and 59 students in first grade from one Midwestern state. 2
The WWC considers the extent of evidence for Early Intervention in Reading® to be small for alphabetics and comprehension.
Effectiveness
Early Intervention in Reading® was found to have potentially positive effects in alphabetics and comprehension.
| Alphabetics | Fluency | Comprehension | General reading achievement | |
|---|---|---|---|---|
| Rating of effectiveness | Potentially positive effects | na | Potentially positive effects | na |
| Improvement index3 | Average: +36 percentile points Range: +29 to +42 percentile points |
na | +18 percentile points | na |
| na = not applicable | ||||
2 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
3 These numbers show the average and range of improvement indices for all findings across the study.
