Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for reading difficulties (i.e., low socioeconomic status, low phonological awareness, or low letter naming ability). Although there is variation among intervention types and delivery, certain features (e.g., phonemic awareness component, small group size, intensity of 15-30 minutes) produced the largest effects. The findings were consistent with converging evidence that early intervention for the prevention of reading difficulties is effective for kindergarten students.