Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.

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Abstract
The relative effectiveness of three instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a third approach that supported the children's regular classroom reading program. The children were provided with 88 hours of one-to-one instruction beginning the second semester of kindergarten and extending through second grade. The most phonemically explicit condition produced the strongest growth in word-level reading skills, but there were no differences between groups in reading comprehension. Word-level skills of children in the strongest group were in the middle of the average range. Growth curve analyses showed that beginning phonological skills, home background, and ratings of classroom behavior all predicted unique variance in growth of word level skills. This study was designed to contribute to our understanding of the instructional conditions that need to be in place to prevent reading disabilities in young children. Both the specific design of the study and the

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