Abstract
We examined the implementation of an early-intervention program called Success for All in Montreal, Quebec. Our study included 425 high-poverty students at risk for drop-out, from four elementary schools. The program was implemented in an inner-city school where 40% of the students had special needs, due particularly to learning disabilities. We analyzed data for 128 experimental and 136 control participants using the PPVT-R, Woodcock, and Durrell reading measures and a self-concept measure. Regular students from the experimental program performed significantly better than control students on the Word Attack and Word Identification subtests of the Woodcock reading measures, as well as on the Durrell measure. Special-needs students in the experimental program performed significantly better on Word Attack and Word Identification than did their peers in the control schools. There were no significant differences in self-concept.
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