Effects of a Reading Intervention for Kindergarten Students At Risk for Emotional Disturbance and Reading Deficits.

Six kindergartners with or at risk for emotional disturbance and reading deficits received a supplementary reading intervention over seven months. After instruction, participants outperformed six control at-risk and six norm-referencing students without disabilities on curriculum-based measures assessing early phonemic awareness and basic reading skills. (Contains references.) (CR)