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Kindergarten students were selected for participation in a reading intervention program on the basis of their ability to name the letters of the alphabet. The intervention consisted of 1:2 tutoring for 30 minutes per day for two 10-week periods using an interactive strategies approach that emphasized direct instruction in the alphabetic principle, phonemic awareness, analyzing words, learning sight words and reading connected text. A treatment group consistently outperformed a “waiting group” control, which also showed accelerated progress upon receiving the intervention. A two year longitudinal follow up of this kindergarten cohort indicated lower rates of placement in special education.
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Lennon et al. (1999) studied this question.
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