Reading Program Reviews for Teachers and Parents!
Intervention Improvement Index Evidence Rating Extent Of Evidence
Please share your thoughts on "What Works or What Doesn't Work" using published programs or teacher made interventions!Effectiveness Ratings For Beginning Reading: Reading comprehension
Intervention Improvement Index Evidence Rating Extent Of Evidence
Kaplan SpellRead Small
Early Intervention in Reading (EIR)® Small
Start Making a Reader Today® (SMART®) Small
Reading Recovery® Small
Peer-Assisted Learning Strategies (PALS)© Small
Lexia Reading Small
Failure Free Reading Small
Ladders to Literacy Medium to Large
Success for All® Medium to Large
Corrective Reading Small
Wilson Reading Small
Lindamood Phonemic Sequencing (LiPS)® Small
Cooperative Integrated Reading and
Composition© (CIRC)
Medium to Large
Waterford Early Reading Program Small
Read, Write & Type!™ Small
Read Naturally® Small
Fast ForWord® Small
Accelerated Reader™ Medium to Large
Fluency Formula™ Small
Voyager Universal Literacy System® Small
Effectiveness Ratings For Adolescent Literacy: Reading comprehension
Intervention Improvement Index Evidence Rating Extent Of Evidence
Effectiveness Ratings For Adolescent Literacy: Reading comprehension
Intervention Improvement Index Evidence Rating Extent Of Evidence
Project CRISS® Medium to Large
SuccessMaker® Medium to Large
Read 180 Medium to Large
Accelerated Reader™ Medium to Large
Reading Apprenticeship® Small
Reading Mastery Small
Reading Program Review: Kaplan SpellRead (formerly known as SpellRead Phonological Auditory Training®) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. Kaplan SpellRead integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction. The program takes five to nine months to complete and consists of 140 lessons divided into three phases.
ReplyDelete1.) The descriptive information for this program was obtained from publicly available sources: the program's website (www.spellread.com, downloaded April, 2007) and the research literature (Torgesen et al., 2006). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
2.) The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
3.) These numbers show the average and range of student-level improvement indices for all findings across the studies.
Teachers and Administrators:
Please Give your Input On Kaplan SpellRead
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http://ies.ed.gov/
http://ies.ed.gov/ncee/wwc/reports/beginning_reading/spellread/
Reading Program Review: Early Intervention in Reading (EIR)®
ReplyDeleteOverview WWC
Program Description2Early Intervention in Reading (EIR)® is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, the program is based on whole-class instruction, with additional small group instruction provided to struggling readers. In grades 3 and 4, the program consists of small group instruction for 20 minutes, four days a week. Teachers are trained for nine months using workshops and an Internet-based professional development program.
Research
One study of EIR® meets What Works Clearinghouse (WWC) evidence standards. That study included 12 teachers and 59 students in first grade from one Midwestern state.3
Based on this one study, the WWC considers the extent of evidence for EIR® to be small for alphabetics and comprehension. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of EIR® in the fluency or general reading achievement domains.
Effectiveness
EIR® was found to have potentially positive effects on alphabetics and comprehension.
1 EIR® has been adapted into Houghton Mifflin’s Early Success® program. Both programs are available for purchase. This report focuses solely on EIR®. This report has been updated to include reviews of two studies that have been released since 2005. Of the additional studies, one was not within the scope of the protocol, and one was within the scope of the protocol but did not meet evidence standards. A complete list and disposition of all studies reviewed are provided in the references.
2 The descriptive information for this program was obtained from a publicly available source: the program’s website (http://www.earlyinterventioninreading.com, downloaded October 2008). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
3 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
4 These numbers show the average and range of student-level improvement indices for all findings in the study.
Teachers and Administrators:
Please Give your Input On Early Intervention in Reading (EIR)®
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
http://ies.ed.gov/ncee/wwc/reports/beginning_reading/eir/
Reading Program Review: Start Making a Reader Today® (SMART®)
ReplyDeleteOverview WWC
Start Making a Reader Today® (SMART®) is a volunteer tutoring program widely implemented in Oregon for students in grades K–2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch and read one-on-one with students twice a week for half an hour. Typically, one volunteer works with two children on four types of activities: reading to the child, reading with the child, re-reading with the child, and asking the child questions about what has been read. The program also gives each student two new books a month to encourage families to read together.
Research
One study of SMART® met the What Works Clearinghouse (WWC) evidence standards. The one study included more than 125 students in first grade in six schools across four school districts in Oregon. 1 The WWC considers the extent of evidence for SMART® to be small for alphabetics, fluency, and comprehension. No studies that met WWC evidence standards with or without reservations addressed general reading achievement.
Effectiveness
Start Making a Reader Today® was found to have potentially positive effects on alphabetics, fluency, and comprehension.
1 The evidence presented in this report is based on available research.
2 These numbers show the average and range of improvement indices for all findings in the study. The range is provided only if more than one outcome was measured within a domain.
Teachers and Administrators:
Please Give your Input On Start Making a Reader Today® (SMART®)
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
http://ies.ed.gov/ncee/wwc/reports/beginning_reading/smart/index.asp
Reading Program Review: Reading Recovery®
ReplyDeleteOverview Reading Recovery®
Program Description2
Reading Recovery® is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of Reading Recovery® are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery®supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks.
Research
Four studies of Reading Recovery® meet What Works Clearinghouse (WWC) evidence standards, and one study meets WWC evidence standards with reservations. The five studies included approximately 700 first-grade students in more than 46 schools across the United States.3
Based on these five studies, the WWC considers the extent of evidence for Reading Recovery® to be medium to large for alphabetics, small for fluency and comprehension, and medium to large for general reading achievement.
Effectiveness
Reading Recovery® was found to have positive effects on alphabetics and general reading achievement and potentially positive effects on fluency and comprehension.
1 This report has been updated to include reviews of 28 studies that have been released since 2005. Of the additional studies, 16 were not within the scope of the protocol and 12 were within the scope of the protocol but did not meet evidence standards. A complete list and disposition of all studies reviewed are provided in the references.
2 The descriptive information for this program was obtained from a publicly available source: the program’s website (http://www.readingrecovery.org, downloaded September 2008). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
3 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
4 These numbers show the average and range of student-level improvement indices for all findings across the studies.
Teachers and Administrators:
Please Give your Input On Reading Recovery®
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
http://ies.ed.gov/ncee/wwc/reports/beginning_reading/reading_recovery/
Reading Program:
ReplyDeletePeer-Assisted Learning Strategies
Reading Program Overview
Peer-Assisted Learning Strategies is an instructional program for use in elementary school classrooms to improve student proficiency in reading and math. It was developed for use with students with diverse academic needs, including English language learners. Although other programs emphasize peer-to-peer learning strategies that can be utilized in classrooms, this report focuses on Peer-Assisted Learning Strategies because of its possible usefulness with students with diverse academic needs, including English language learners with learning disabilities.
Research
One study of Peer-Assisted Learning Strategies for English language learners met the What Works Clearinghouse (WWC) evidence standards. The study included 132 Spanish-speaking English language learners from grades 3–6 in South Texas.1 The WWC considers the extent of evidence for Peer-Assisted Learning Strategies to be small for reading achievement. No studies that met WWC standards with or without reservations addressed math achievement or English language development.
Effectiveness
Peer-Assisted Learning Strategie s was found to have potentially positive effects on reading achievement.
1 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
2 These numbers show the average and range of improvement indices for all findings across the study.
Teachers and Administrators:
Please Give your Input On Reading Recovery®
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
Reading Program: Lexia Reading
ReplyDeleteReading Program Overview
Program Description1
Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading Panel.
Research2
Two studies of Lexia Reading meet What Works Clearinghouse (WWC) evidence standards and one study meets WWC evidence standards with reservations. The three studies included 314 students in kindergarten and first grade in two states.3
Based on these three studies, the WWC considers the extent of evidence for Lexia Reading to be small for alphabetics, fluency, comprehension, and general reading achievement.
Effectiveness
Lexia Reading was found to have potentially positive effects on alphabetics, no discernible effects on fluency, potentially positive effects on comprehension, and no discernible effects on general reading achievement.
1 The descriptive information for this program was obtained from a publicly available source: the program’s website (www.lexialearning.com, downloaded September 2008). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
2 The studies in this report were reviewed using WWC Evidence Standards, Version 1.0 (see the WWC Standards).
3 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
4 These numbers show the average and range of student-level improvement indices for all findings across the study (studies).
Teachers and Administrators:
Please Give your Input On Lexia Reading
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
Reading Program:Failure Free Reading
ReplyDeleteReading Program Overview
Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for kindergarten through grade 12 students who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The three key dimensions of the program are repeated exposure to text, predictable sentence structures, and story concepts that require minimal prior knowledge. The program combines systematic, scripted teacher instruction, talking software, workbook exercises, and independent reading activities. The program is delivered through small group or individual instruction.
Research
One study of Failure Free Reading met the What Works Clearinghouse (WWC) evidence standards. This study included 93 students from third grade in Pennsylvania. 2
The WWC considers the extent of evidence for Failure Free Reading to be small for alphabetics, fluency, and comprehension. No studies that met WWC evidence standards with or without reservations addressed general reading achievement.
Effectiveness
Failure Free Reading was found to have no discernible effects on alphabetics and fluency, and potentially positive effects on comprehension.
Alphabetics Fluency Comprehension General reading achievement
Rating of effectiveness No discernible effects No discernible effects Potentially positive effects na
Improvement index3 Average: +1 percentile points
Range: –3 to +7 percentile points Average: +2 percentile points Average: +10 percentile points
Range: +7 to +14 percentile points na
na = not applicable
1 The descriptive information for this program was obtained from publicly available sources: the program's website (http://www.failurefreeonline.com/index_parents.php, downloaded April, 2007) and the research literature (Torgesen et al., 2006). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
2 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
3 These numbers show the average and range of student-level improvement indices for all findings in the study.
Teachers and Administrators:
Please Give your Input On Teachers and Administrators:
Please Give your Input On Failure Free Reading
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/
ABOUT IES and WWC:
CONNECTING RESEARCH, POLICY AND PRACTICE
http://ies.ed.gov/