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Participants were selected from 464 students whose pre\u2010reading and reading skills were assessed for the study at the beginning of school. Eighty\u2010four of these children received part\u2010time special education support throughout the first grade (treatment group). Statistical matching was used to find a control group similar to the treatment group on pre\u2010reading skills and parental educational level but who did not receive extra help (control group; 84 children). Students' reading fluency and task persistence were assessed at the end of Grade 1 and Grade 2. Neither group differed in reading fluency nor task persistence at the end of either grade. Developmental trajectories of those treatment group children who received additional support only for reading and spelling difficulties did not differ from those who received this support for concurrent developmental disorders in addition to reading and spelling difficulties. 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