This volume investigates the efficacy of targeted literacy intervention programs designed to prevent reading failure in students during their first two years of formal schooling. Editors Barbara M. Taylor and Elfrieda H. Hiebert compile research from leading experts to examine how structured, developmental approaches to reading and writing can mitigate learning difficulties before they become entrenched. The text argues for a proactive, classroom-based framework that prioritizes word-level strategies and consistent engagement with literature over traditional remedial models.

The text provides a structured, evidence-based overview of early intervention strategies that remain relevant for educators and literacy specialists. Its focus on developmental rather than remedial approaches offers a clear, practical framework for classroom implementation.