Early Interventions in Reading

Grade Levels: K-3
Early Interventions in Reading provides intensive instruction to empower low-level readers to meet grade-level expectations. This research-proven, Tier 2 intervention program helps identify struggling readers and provide them with lessons that build mastery of essential skills through explicit, systematic instruction in the five critical reading strands.

About the Program

SRA Early Interventions in Reading identifies at-risk children in Grades 1-3 and provides the critical content and clear instruction needed to transform a struggling reader into a skilled reader. Through daily, explicit, and systematic instruction, the program addresses the needs of children who are not making adequate progress in their core reading program. Each integrated lesson works to build student mastery of essential skills through activities aligned along five central content strands: Phonemic Awareness, Letter-Sound Correspondences, Word Recognition and Spelling, Fluency, and Comprehension Strategies.

The program uses prescribed lesson plans to help you deliver explicit instruction which will assist students in the integrated and fluent use of alphabetic knowledge and comprehension strategies. The curriculum presents small-group instruction that prevents reading failure by providing:

  • Explicit instruction in phonics, with an emphasis on fluency
  • A carefully constructed scope and sequence which prevents possible confusions
  • Systematic cueing of appropriate strategies to help children learn to apply new skills
  • Suitable levels of scaffolding to promote independence
  • On-going assessment so you can evaluate progress and make decisions about instructional needs

Results from federally-funded research studies using the program materials confirm that, after participating in SRA Early Interventions in Reading for one year, over ninety-nine percent of students at risk of reading failure at the beginning of the academic year were no longer at risk of failing in reading.

  • The combination of quality classroom instruction and systematic intervention positively effected reading skills of at-risk students
  • Significant growth on measures of word attack, word identification, passage comprehension, and oral reading fluency were achieved.
  • SRA Early Interventions in Reading closed the gap between average performers and struggling readers
  • There was an overall positive impact on participating students


Program Components

  • Early Interventions in Reading Level 1, Additional Staff Development Handbook
    Early Interventions in Reading Level 1, Additional Staff Development Handbook
  • Early Interventions in Reading Level 1, Challenge Stories
    Early Interventions in Reading Level 1, Challenge Stories
  • Early Interventions in Reading Level 1, Collection of Individual Story-Time Readers (1 each of 60 titles)
    Early Interventions in Reading Level 1, Collection of Individual Story-Time Readers (1 each of 60 titles)
  • Early Interventions in Reading Level 2, Additional Staff Development Guide
    Early Interventions in Reading Level 2, Additional Staff Development Guide
  • Early Interventions in Reading Level K, Additional Staff Development Handbook
    Early Interventions in Reading Level K, Additional Staff Development Handbook
  • Early Interventions in Reading Level K, Additional Stop and Go Game Set
    Early Interventions in Reading Level K, Additional Stop and Go Game Set
  • Early Interventions in Reading Level 1, Additional Placement and Assessment Guide
    Early Interventions in Reading Level 1, Additional Placement and Assessment Guide
  • Early Interventions in Reading Level 2, Additional Placement and Assessment Guide
    Early Interventions in Reading Level 2, Additional Placement and Assessment Guide
  • Early Interventions in Reading Level 2, Teacher's Edition Book A
    Early Interventions in Reading Level 2, Teacher's Edition Book A
  • Early Interventions in Reading Level 2, Teacher's Edition Book B
    Early Interventions in Reading Level 2, Teacher's Edition Book B
  • Early Interventions in Reading Level K, Additional Placement and Assessment Guide
    Early Interventions in Reading Level K, Additional Placement and Assessment Guide
  • Story-Time Readers Blackline Masters
    Story-Time Readers Blackline Masters
  • Early Interventions in Reading Level 1, Activity Book A
    Early Interventions in Reading Level 1, Activity Book A
  • Early Interventions in Reading Level 1, Activity Book B
    Early Interventions in Reading Level 1, Activity Book B
  • Early Interventions in Reading Level 1, Activity Book C
    Early Interventions in Reading Level 1, Activity Book C
  • Early Interventions in Reading Level 1, Tricky Word Cards
    Early Interventions in Reading Level 1, Tricky Word Cards
  • Early Interventions in Reading Level 1-2, Letter Sound Cards
    Early Interventions in Reading Level 1-2, Letter Sound Cards
  • Early Interventions in Reading Level 2, Activity Book A
    Early Interventions in Reading Level 2, Activity Book A
  • Early Interventions in Reading Level 2, Activity Book B
    Early Interventions in Reading Level 2, Activity Book B
  • Early Interventions in Reading Level 2, Activity Book C
    Early Interventions in Reading Level 2, Activity Book C
  • Early Interventions in Reading Level 2, Student Edition
    Early Interventions in Reading Level 2, Student Edition
  • Early Interventions in Reading Level 2, Tricky Word Cards (Pkg. of 50)
    Early Interventions in Reading Level 2, Tricky Word Cards (Pkg. of 50)
  • Early Interventions in Reading Level K, Activity Book
    Early Interventions in Reading Level K, Activity Book
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Additional Details & Resources

Research Base

  • The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers
    This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children’s characteristics were differentially related to an instructional intervention.
  • The Case for Early Intervention in Reading
    This report shows that the latest research points to a critical truth: Early intervention in the primary grades can prevent reading problems for most children and significantly reduce reading disabilities. Early intervention allows students to get help before reading problems become entrenched and complicated by self-concept issues.

Other Scientific Research