This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications. (Contains 6 tables and 3 figures.)