Background For young children experiencing phonological awareness (PA) difficulties, the
need for early and targeted intervention to prevent reading disability is unequivocal. There
are very few studies, however, on the efficacy of PA interventions delivered at school. Aims
This study examined the impact of an early PA intervention embedded within an oral
language program designed for at-risk kindergartners. Methods Using a quasi-experimental
pretest/posttest design, at-risk readers from four schools received either the 10-week …