Research questions In conducting the study on the impact of curriculum influences on students’ early reading fluency and the associated behavioral and academic risks, the researchers focused on several questions in an attempt to address the research objective comprehensively. The research questions included:  1. What proportion of students in first grade and kindergarten evaluated in the study are considered to be at risk based on the DIBELS and the SSBD measures?  2. How effective were the DIBELS measures used at similar times to determine the students’ reading fluency, letter naming, and nonsense word fluency and how effective are they in giving a trajectory of students’ reading progress?  3. How do behavioral and academic risks influence the students’ pattern of growth about oral reading fluency?  4. How do differences and risks in curriculum affect the growth of oral reading fluency amongst students?  5. What was the students’ pattern of growth about oral reading fluency and non–sense fluency, letter-naming skills, and how was it differentially impacted by differences in reading curricula? (Kamps, et al., 2003, p.213) Literature review The study sought to identify two main aspects, viz. the impact of the syllabus on early student reading performance and the challenges faced by educators in their effort to influence and develop students’ reading ability. Specific reference was on early reading fluency. The two main challenges identified in the study relate to the existence of disruptive behavior and students’ inability to acquire competent levels of reading ability. Consequently, the universal field of knowledge taken into account in this study stands out as research on teachers’ effectiveness. The research focused on the measures that the curriculum should incorporate to improve the teachers’ effectiveness in improving early reading fluency and hence the students’ performance. One of the relevant measures relates to the incorporation of early screening procedures specifically from kindergarten to second grade. Secondly, the literature review also focused on the early intervention measures that learning institutions should incorporate to assist students who have successfully met the screening criteria. An example of such measure as emphasized here includes incorporating reading initiatives. Thirdly, the literature review also advocated for teachers to monitor student performance. Monitoring should occur for a considerable duration to appraise the students’ performance effectively. One of the studies that the authors have used in developing the aforementioned three points entails Monitoring the academic progress of children who are unresponsive to generally effective early reading intervention by Kristen McMaster, David Campton, Lynn Fuchs, and Douglas Fuchs. The authors affirm that teachers should identify the core reading deficits amongst struggling readers through screening, formulate measures to deal with reading challenges, and monitor the students’ reading performance such as fluency (McMaster et al., 2002). Research design In conducting the study, the researchers implemented an experimental research design as illustrated by the researchers’ assessment of two main groups of students. The first group entailed a sample of 237 students while th