This study assessed long-term effects of an early education intervention for specific learning disabilities. Children at risk for learning problems were observed in classrooms performing analyzed tasks in five content areas: perceptual-motor, auditory, visual, cognitive, and social-emotional. Small-group instruction was then directed to the 37 at-risk kindergarten students, focusing on four categories of learning strategies: (1) attending to increasing numbers of items and sets, both visual and auditory; (2) remembering increasing numbers of items, both visual and auditory; (3) demonstrating knowledge of the meaning of the type of question asked (what, when, where, whom); and (4) sorting and categorizing at different levels of abstraction and in different perceptual modes. Immediate post-intervention results suggested that the task analysis intervention had been effective, when student performance was compared to a contrast group of 33 children. Results of an 8-year follow-up study indicated that the task analysis students continued to perform at achievement levels which were average or better for their age group, compared to the contrast group and a current cohort group. The intervention effects appeared to be most salutary upon children who were moderately at-risk. (JDD)