This chapter describes the Reading Success results across the year groups and compares the students' performance on the York Assessment of Reading for Comprehension (YARC) with results from school-based reading measures. For students in their learning to read phase (Year 1), we also report their Year 2 results. For students in their reading to learn phase of schooling (Year 4), we only report their reading results at the end of that school year. All results are described using our five-step

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... ssment to intervention framework, based on the Simple View of Reading. We demonstrate how the assessment results can be used to create speechto-print profiles for students who can be categorised as demonstrating: (a) specific word reading difficulties; (b) mixed reading difficulties; (c) specific comprehension difficulties; and (d) non-specified reading difficulties. Based on these profiles, we suggest which students may benefit from supplemental intervention (i.e. Tier 2 or Tier 3). As described in Chap. 2, parental consent for their children's participation in the project was provided for 93 students attending Year 1. These students were seen in Term 4 of Year 1. The following sections first provide an overview of the results obtained through the five-step assessment to intervention process (see Fig. 2 .2), with suggestions for supplemental intervention when indicated.