Abstract: This study represents the third year of a three-year investigation of the effects of kindergarten literacy intervention on the reading risk of urban learners. The 41 available second-grade participants included African Americans (44%), European Americans (14%), and English language learners (ELLs) (22%). All of the participants were from low socioeconomic backgrounds and qualified for free or reduced lunch. The three groups consisted of 13 students who had received one year of supplementary early literacy intervention, 14 students who had received two years of supplementary early literacy intervention, and 14 comparison students who did not receive supplementary intervention. During Year 3 none of the three groups received supplemental instruction. This year was devoted to follow-up assessments of the students' reading performance one to two years following intervention. All participants were progressively monitored on oral reading fluency and comprehension as measured by the DIBELS. Additionally, the three groups were compared pre- and posttest on the Woodcock Johnson-III and the CTOPP. Thus, the purpose of this year of follow-up was to determine the relative second-grade reading status of students relative to the amount of treatment they received. A secondary interest was to assess the relative performance of some especially high-risk subgroups such as ELLs and African American males. Data were analyzed with regression models, contrasts, growth curves, and repeated measures mixed-effects modeling. Results showed that the strong responders (One-Year ERI Treatment students) maintained gains made from the intervention and performed higher than their initially higher performing comparison peers (Comparison group) on all measures assessed. The treatment resistors (Two-Year ERI Treatment students) continued to make progress through second grade, but the gains were not large enough to close the reading gap. Many of the Comparison students, who were initially at low or no risk in kindergarten, were found to have lost ground, and were at risk for reading failure. Some of the ELLs showed similar reading performance to their Non-ELL peers and continued to maintain the reading gains made through the end of second grade. The African American males were found to be reading at approximately one grade level lower than their same age peers and the achievement gap continued to widen with time. The findings highlight the importance of early literacy intervention, progressive monitoring, and continued supplementary instruction to prevent and minimize reading risk.