A One-Year Follow-up of Evidence-Based Early Reading Intervention Provided by Kindergarten and First Grade Teachers

For this project, the researchers built on a previous project that was designed to address the gap that exists between research and practice in early reading interventions. Through this study the researchers planned to address unanswered questions regarding the timing and duration of early intervention needed for maximum benefit. They also aimed to investigate whether responsiveness to treatment was influenced by different beginning skill levels and classroom behavior. Additionally, the research team purposed to examine the relationship between teacher instruction, school context, and student outcomes.