In a randomized control trial, the authors tested whether short-and long-term effects of an early literacy intervention are moderated by mild perinatal adversities in accordance with differential susceptibility theory. One-hundred 5-year-old children (58% male) who scored at or below the 30th percentile on early literacy measures were randomized to a Web-based remedial early literacy program Living Letters or a treated control group. Parents gave written informed consent to access the perinatal data of their children at the Perinatal Register in the Netherlands. Twenty-one children were, at birth, small for gestational age (between the 2.5th and 10th percentiles) or late preterm (between 34 and 37 weeks, 6 days). In this group with mild perinatal adversities, intervention children outperformed the control group immediately after the intervention and after 8 months of formal reading instruction, but a similar effect of the computerized literacy program in children without mild perinatal adversities was absent. In line with the theory of differential susceptibility, children with mild perinatal adversities seem to be more open to environmental input, for better and for worse.

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Living Letters is an adaptive game designed to promote children’s combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.