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The Effect of Supplemental Intervention on Children with Low Reading-Readiness Scores1

1This investigation was supported in part by the Joseph I. and Evelyn J. Lubin Foundation, the C. Gerald and Barbara Goldsmith Foundation, the National Institutes of Health, NICHD (HD 00719), and the Association for Aid of Crippled Children. School systems seek to identify children who will have difficulty in learning to read, either before or at the time they enter first grade. Having done so, in many instances they apply special training procedures believed to contribute to the reduction of reading failure in such children. However, there has been criticism of both the validity of the procedures which identify children beginning school as being at risk of reading failure (Bremer, 1959) and of the effectiveness of the various