This study investigated the effectiveness of a
supplemental early reading intervention package on
the segmentation, blending and oral reading fluency
skills of 23 urban first-grade students, including
English Language Learners (ELLs), who continued to be
at reading risk after receiving intensive
phonological awareness training the previous year in
kindergarten (i.e., ERI-Treatment Group). Six
instructional assistants received a six-hour training
package to deliver the intervention to the
ERI-Treatment Group across three urban high poverty
schools. Pre- and posttest standardized...