Beginning Readers - Comprehension
Early Intervention in Reading (EIR)
Program description
Early Intervention in Reading (EIR) is a program that uses picture books to build Phonemic Awareness, Letter-Sound Correspondences, Word Recognition and Spelling, Fluency, and Comprehension Strategies. in Kindergarten to 2nd grade. The program is designed to provide 15-20 minutes of supplemental instruction per day, 4 days a week to groups of students at risk for reading difficulty. Activities include listening to stories, print concepts, rhyme, phonemic segmentation and blending, and letter and sound recognition. On-going assessments are provided for educators to evaluate student progress and make decisions about instructional needs.
Student population
Early Intervention in Reading has been examined in first grade in a Midwestern suburban setting. The study reported 20% of students received free or reduced price lunch and 10% were minority students, but no specific demographic information was given about the study participants.
Current evidence
The What Works Clearinghouse rated Early Intervention in Reading as having potentially positive effects for Alphabetics and Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf).
For more information:
Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.
https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_eir_112508.pdf
