If you were hoping to watch your child read, you are out of luck.

That is, unless you had the right educational program to support you in the process.

A new study by The Associated Press and the Center for Educational Excellence, based on data from the National Center for Education Statistics, found that of the 2.6 million students in the U.S. who received at least one reading intervention in their early elementary school years, only 4.7 percent were successful.

The remaining 97 percent of children who received a reading intervention received a score of below 70 on a reading test.

These results are concerning, as reading intervention programs are often used to train young children, but can also be used to help students struggling with academic issues and anxiety, as well as students who are struggling with behavior problems.

According to The AP, this is one reason why reading intervention can be a controversial topic, especially when it comes to children who have behavioral or emotional challenges.

“There is a lot of discussion around the effectiveness of reading intervention, and there is a large body of literature on the subject, but the results are rarely conclusive,” said Katherine Ramey, a senior lecturer in pediatrics at The University of Edinburgh, who was not involved in the study.

“What we need is a much more robust evidence base on what works in the real world and what works for kids in real-life situations.”

One of the biggest challenges for reading intervention is that the research is often based on small samples and often does not have sufficient power to make any broad conclusions about its effectiveness.

Rame, who is also a member of the research group that conducted the research, said that one of the reasons the studies are so weak is that they rely on a large sample of children, who do not have the skills to properly assess the effectiveness or the quality of the intervention.

“We’re trying to be very careful to avoid a generalization that reading is the best option for every kid,” Rame said.

“It’s just not the case.”

In the study, researchers from the University of Alabama at Birmingham looked at the outcomes of 8,854 students in kindergarten through eighth grade.

They asked the children how they rated their school, and they then used an array of questionnaires to gauge their reading skills.

“They’re asking students to rate their school on the level of instruction, their grades, their school resources and how well they are doing,” said study researcher, Dr. Elizabeth McBride.

“That’s all very difficult for kids who are just beginning, and it can be really hard to assess the success of a reading program.”

McBride said that she believes the study does have some merit in its analysis, but noted that it is not an ideal way to evaluate a program.

“Reading is a skill,” she said.

“[In the case of] kids who have emotional issues, they’re not necessarily going to be successful with reading.

They might be struggling with it, but they don’t have the resources to deal with it.”

There are other problems with the study as well.

The researchers used a standardized reading assessment tool that is not based on the kind of information parents want their kids learning about their reading abilities.

The tests measure how well students are able to read from one page to the next, but do not measure how they are able or able to understand what is being read.

That makes it hard to compare a program’s success to that of a more comprehensive program, said Dr. Lisa Binder, a professor of pediatrics and director of the Department of Pediatric Medicine at the University at Buffalo School of Medicine.

Binder also pointed out that it’s hard to know if the reading intervention works for all kids, since the authors did not compare it to a typical reading program.

Binders said the study should be taken with a grain of salt, but she said that it provides some information about what to expect from a reading therapy program.

A reading intervention program, she said, “can be designed to help kids who may be struggling, or students who may need support.

They can also provide students with a sense of hope that they can succeed.”

A number of studies have found that reading interventions are effective, and have been used to treat many behavioral and emotional problems in children.

In addition to the AP, the AP reported on a study published in the journal Child Development in December of 2016 that found that a reading treatment program improved reading skills of toddlers with dyslexia, and even helped them read more quickly and with greater comprehension.

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