The purpose of this project was to develop a small-group literacy intervention for kindergarteners who are at-risk for reading and writing difficulties. We worked with partner teachers and an expert consultant to revise and add newly-developed components to Reading RULES Kindergarten (RRK), an extension of our previous work in which we developed a 1st grade intervention in word study, text reading, and comprehension called Reading RULES. This pilot study evaluated the feasibility of a Tier 2 reading intervention (Reading RULES! Kindergarten; RRK), and its promise to improve outcomes for kindergarten students (n = 92) at risk of reading difficulties. Participating teachers (n = 21) were randomly assigned to deliver RRK or business-as-usual instruction. This study was conducted during the 2021–2022 academic year in five schools in two school districts in a state in the south central U.S.
