Over 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non-cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten-reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudinal Study-Birth Cohort, this study explored the relations between kindergarten-reading performance and EI/ECSE intensity and service provider. Analyses of a nationally representative sample of 550 participants (67% male, 63% White) indicated approximately 30% of the variance in kindergartenreading is explained by a combination of child characteristics, hours of service and type of providers. Resultssuggest EI/ECSE effectiveness varies slightly by service intensity and provider, highlighting the need for additional research about the optimal conditions under which these services may be administered.
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