The Sault Ste. Marie (Michigan) Area Public Schools' Compensatory Education Division undertook a 2-year process evaluation of the effectiveness of an early intervention strategy for low reading readiness kindergarten children enrolled in Title I programs. The first year of the evaluation sought to determine whether children exposed to this strategy performed better on the Stanford Early School Achievement Test (SESAT) than students receiving only the regular supplementary Title I services. Subjects, children identified at the end of kindergarten as high risk students, were randomly divided into three groups. During the fall semester, one group received the regular Title I services, while the remaining two groups received the special intervention strategy. During the spring semester, the regular Title I group was switched to the special intervention, one of the two special intervention groups continued with the program, and the third group received both the Title I services and the special intervention. Results showed no significant differences in the performance of the three groups at midpoint of the first year; however, second semester differences were significant. An apparent intervention effect occurred indicating superior achievement for students receiving the special intervention alone. The second year of the evaluation will investigate the effectiveness of both type of intervention and format of intervention upon SESAT performance. (FL)