Intervention Type
Small Group
Whole Class (Curriculum)
Technology-based Instruction Assistance
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2022
Average Effect Size: ESSA
0.08
# of Studies
5
Population
Struggling Readers
English Language Learners
Adolescent Literacy
Grade
6
7
8
9
Race / Ethnicity
Black
Hispanic
White
Time: Minutes per Day
45-90
Time: Days per Week
4
Time: Span
1 year

READ 180

Program description

READ 180 is a blended program designed to help struggling readers in grades 4-12. Using a combination of technology-based and in-person, direct instruction, students participate in 45-90 minute sessions that include both whole-class and small group lessons. Whole-group instruction of 20 minutes is followed by three rotating types small-group activities: small-group direct instruction, individualized computer-adapted instruction, and independent reading sessions. Progress reporting and professional development are also provided.

Student population

READ 180 has been examined in 4th through 12th grade in rural and urban settings. Participants included Black, White, and Hispanic students including English language learners and special education students who were identified as reading two or more years below grade level.

Current evidence

READ 180 has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/read-180-secondary-reading) for students in grades 6-9. The What Works Clearinghouse rated READ 180 as having positive effects for Comprehension and Reading achievement in grades 4-10 (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_read180_112916.pdf).

For more information

https://www.evidenceforessa.org/programs/reading/read-180-secondary-reading

https://www.hmhco.com/programs/read-180

Sprague, K., Zaller, C., Kite, A., & Hussar, K. (2012). Springfield-Chicopee School District Striving Readers (SR) Program: Final report years 1–5: Evaluation of implementation and impact. Providence, RI: Brown University: The Education Alliance.

Swanlund, A., Dahlke, K., Tucker, N., Kleidon, B., Kregor, J., Davidson-Gibbs, D., & Hallberg, K. (2012). Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools). Naperville, IL: American Institutes for Research.

Intervention
🖳
Skill
Multiple
Program
READ 180

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