Good reading skills are the basis for knowledge acquisition and for successful participation in social life. 3 - 8% of children are affected by a reading disorder, which persists without effective intervention. Reading disorders are characterized by deficits in reading accuracy, reading speed and reading comprehension, as well as difficulties in all areas that require reading skills. They affect the performance of children in all school subjects and can subsequently affect academic success and career possibilities, and increase the risk for mental health problems.

Studies indicate that a reliable identification of the risk for reading disorders is already possible on the basis of first-grade reading skills. If children receive appropriate support as soon as they show initial reading problems, reading skills can be significantly improved. The aim of the LeselinG-study was to investigate the effects of an early reading intervention for first-graders with initial reading difficulties. In addition, the reliability of the early risk identification was assessed longitudinally by analyzing whether children who developed a reading disorder in later elementary school years had already been identified on the basis of their initial reading skills.