This study evaluated the efficacy of a preventative program delivered in kindergarten to children who were identified as being at risk for experiencing reading difficulties. It also examined the effects of two 1st-grade intervention programs delivered to children who demonstrated substantial difficulty with reading development at the beginning of 1st grade. The 1st-grade programs differed in the amount of emphasis placed on helping the children to develop phonological skills versus providing the children with the opportunity to read connected text with guidance. These kindergarten and 1st-grade intervention approaches were instituted in an effort to identify instructional approaches that would reduce the incidence of reading difficulties among at-risk children. Of particular interest was reduction in the incidence of treatment resisters--children who continue to experience serious reading difficulties despite being provided with early and intensive intervention services to alleviate their early difficulties. The results indicated that the kindergarten intervention program was effective in reducing the number of children who qualified as poor readers in 1st grade and in reducing the incidence of treatment resistance at the end of 1st grade regardless of the type of intervention provided in 1st grade. The data further suggested that the 1st-grade intervention approach that emphasized the development of phonological skills was more effective in reducing the incidence of treatment resistance than the program that emphasized engaging the children in reading connected text.