Early Reading Intervention
Wright Group Early Reading Intervention is the result of 30 years of research conducted by educators who found that the most effective way to close the gap between struggling and proficient readers is to provide systematic, strategic, and intensive intervention, with the sole purpose of moving students to grade-level reading as quickly as possible.
- The Effects of Early Reading Intervention
The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through second-grade students.
- Interim Report on the Effects of ERI: A RTI Model of Service Delivery
The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through 3rd grade students. This study addresses two primary research questions: 1. What effect does the program have on the reading achievement of selected at-risk students? 2. How does student participation in the ERI intervention program affect the school’s decision to refer a student for special education evaluation? (This question cannot be answered until the study is completed.
- Research Base for Early Reading Intervention
Learning to read is not an innate ability. Some students seem to effortlessly enter into the reading process. Other students struggle from the start. The gap between low-performing and proficient readers continues to widen as struggling readers fall further behind their more profi cient-reading peers (Stanovich 1986). Only through systematic, strategic, and intensive intervention can these struggling readers begin to close that gap. The Wright Group Early Reading Intervention program provides this needed intervention for students in kindergarten through grade 3.