Early Reading Empowerment Program
Early Reading Empowerment (ERE) is an early reading intervention program designed to accelerate the progress of first grade children having the most difficulty learning to read
The primary purpose is to develop readers who are confident, independent problem solvers with strategic processing in reading and writing. Another key purpose of ERE is to provide teachers with a solid knowledge base of early reading acquisition. Through collegial study teachers become excellent observers of young readers and determine strategies to use to develop independent readers with a self-extending system.

Early Reading Empowerment's guiding principles are based on developmentally appropriate practices. These include:

• Identifying what children know and can do, bridging from the children's strengths and knowledge base to new learning
  
  
• Developing children's ability to problem solve with strategic processing

Young readers learn to read by reading. They read many texts and compose meaningful messages. Parents and teachers are partners in children's learning to read throughout this intervention.

Early Reading Empowerment teachers are trained to integrate reading intervention strategies and scaffold immediately into one-on-one, small group and classroom settings.

• A two semester (3 credits each semester) university course is needed to provide professional development for teachers being trained.

How do ERE and ERI Differ?ERE (Early Reading Empowerment) was created in 1992 during a class at the University of Wisconsin-Milwaukee (UWM). Mary Jett, Ph.D., led the class with Sue Haertle. It was implemented in several counties and schools in the area.

What is ERI? ERI, Early Reading Intervention, is based on ERE and was created with the approval of Mary Jett. It is designed somehwhat differently from ERE. Instead of taking two semesters of ERE classes from UWM, the Elmbrook school district decided to take only one of the courses. The spring semester course was handled in-district by their own reading specialists. Because it did not involve both semesters, Professor Jett required them to choose a name different than ERE.