Early reading intervention can be effective and cost-effective

Aims. To develop and evaluate an intervention strategy for children at risk of reading failure in their first year at school. Samples. Classes in four UK infant schools with different demographic chara cteristics were screened to identify children most at risk of reading failu re (62 in total, mean initial age 6.0 years). Control children, matched ove rall for age and reading performance, were selected from comparable schools . Methods,The selected children were given an individually adaptive, curricul um-based, support programme with the emphasis on word building and phonics skills in the broad reading context. The programme was administered to chil dren in groups of four for two half-hour sessions per week for 10 weeks. Results. The intervention group improved significantly in mean reading stan dard score (from 89.0 to 92.8), whereas the control group made no overall i mprovement. The intervention proved cost-effective, with mean 'effect size' comparable to those reported for Reading Recovery, yet with only 10% of th e costs. Despite the clear progress of the intervention group overall, 25% remained 'problem readers' (with reading still at least 6 months behind). O f these problem readers 88% had initial 'at risk' or 'borderline risk' scor es on the DEST screening test, compared with only 28% of the 'recovered rea ders'. Conclusions. The following three-stage intervention strategy is promising: (i) children at risk of reading difficulties are identified before 6 years; (ii) at risk children are given a small-group intervention programme for 3 -4 months; (iii) children still failing to make progress may then be given continuing targeted additional support.