Students struggling in tier-one and tier-two kindergarten literacy instruction are likely to
continue to have difficulty reading over the next several years. Schools must find creative ways to keep them motivated and learning in order to build fluency and eventually comprehension skills. This nonequivalent control group, pre-test–post-test, mixed-methods research focuses on a particular kindergarten intervention strategy: double dosing of research-based curriculum identified at-risk students. Providing struggling students opportunities to interact with the curriculum multiple times yields positive results with respect to their ability to read and confidence in doing so. Final participants included 106 kindergarten students, their parents, and instructors. Gain scores on benchmarked standardized assessments and quantitative and qualitative results from surveys of parents and instructors were examined using t-tests to
determine whether the double-dose of kindergarten instruction was effective, and Cohen’s d to consider how much impact the intervention had on that effectiveness. Significant results were found in support of the intervention for the entire sample, and several subpopulations with respect to growth in letter-name and letter-sound fluency. Parents of students enrolled in the experimental group indicated significant perceptions of growth in their students’ confidence, enjoyment in reading, and abilities.