SRA/Early Interventions in Reading is a research-backed program designed to support students at risk for reading failure through systematic and intensive instruction. Studies conducted in various locations highlight its effectiveness in improving reading skills across diverse student populations.
In Tallahassee, Florida, students identified as most at risk received daily instruction in small groups. The intervention led to significant improvements in word attack, word identification, passage comprehension, and oral reading fluency. Students progressed from the 9th percentile to the 64th percentile in word identification, with oral reading fluency increasing from one correct word per minute to fifty-five words per minute by the end of the year. The study concluded that combining high-quality classroom instruction with targeted interventions can substantially reduce the number of struggling readers by the end of second grade.
In Houston, Texas, the program was implemented alongside core reading instruction for first-grade students at risk. Results showed that students receiving the intervention scored significantly higher on reading measures compared to those receiving only Tier 1 instruction. The percentage of students remaining at risk for reading failure dropped to 0.02%, demonstrating the value of integrating secondary interventions with core reading programs.
A study in Houston and Brownsville, Texas, focused on second-language learners who were native Spanish speakers. Students receiving SRA/Early Interventions in Reading demonstrated strong effect sizes for English-language learners at risk for reading failure, with outcomes such as phonological awareness (0.76), word attack (0.87), and passage comprehension (0.81) showing substantial improvements compared to the standard educational program. The intervention proved effective in building English-language skills for second-language learners at risk of reading failure.
High-quality early intervention has the potential to prevent reading disabilities for two-thirds of the 20 million American children currently struggling with literacy. This approach minimizes the need for labeling children as reading disabled and offers hope for reducing literacy-related challenges nationwide.
