This research review examined the use of a whole class early literacy program in classes which included disadvantaged and at-risk children in Australia. The program, Schoolwide Early Language and Literacy (SWELL), is based on an interactive compensatory theory of literacy acquisition adapted from Success for All, a U.S. early literacy program. The review found that by the end of kindergarten, children in SWELL schools outperformed counterparts in control schools on tests measuring the reading of connected text but not on other early literacy measures. At-risk students, including those with mild intellectual disability, were able to master partial phonetic cue reading in the SWELL program. Follow-up studies indicated that by the end of Year 1 (Grade 1), all children in SWELL schools outperformed their counterparts in control schools on four of five early literacy tests. However, at-risk students who had received the individualized Reading Recovery program outperformed similar students in SWELL schools and control schools on two of five literacy tests. Further follow-up midway through Year 2 (Grade 2) no longer indicated any differences among the individualized Reading Recovery program students, the SWELL whole class students, or the small groups in control schools. The review addresses the implications of the use of a structured program such as SWELL as a whole class program and as the most effective individualized program for inclusion of at-risk students. (Contains 58 references.) (Author/DB)