Connecting classrooms and early interventions

The Accelerated Literacy Learning (A.L.L.) program, an early intervention p rogram for at-risk learners, has been effective for a majority of the child ren involved. Not all children, however, have benefited from this one-on-on e program. Case study research was conducted to illuminate various rates of progress between students who began the school year with similar academic profiles but returned to different classroom environments after their daily lessons. Findings suggest that the relationship between an early intervent ion program and program support provided by classroom teachers is a complex issue. A supportive classroom teacher can enhance a student's literacy lea rning, while a non-supportive classroom teacher can impede the success a st udent experiences.