Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+22
# of Studies
1
Population
Early Childhood Education
Grade
PK
Race / Ethnicity
Black
Time: Minutes per Day
30
Time: Days per Week
5
Time: Span
8 weeks

Headsprout Early Reading

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/211

Intervention
🖳
Skill
Oral Language
Program
Headsprout Early Reading
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+15
# of Studies
4
Population
Beginning Readers
Grade
K
1
2
3
Race / Ethnicity
Asian
Black
Hispanic
White
Other
Time: Minutes per Day
20-30

Earobics

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/158

Intervention
🖳
Skill
Reading Fluency
Program
Earobics
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+25
# of Studies
4
Population
Beginning Readers
Grade
K
1
2
3
Race / Ethnicity
Asian
Black
Hispanic
White
Other
Time: Minutes per Day
20-30

Earobics

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/158

Intervention
🖳
Skill
Alphabetics
Program
Earobics
Intervention Type
1-1 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+19
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/475

Skill
Reading Fluency
Program
Sound Partners
Intervention Type
1-1 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+21
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/475

Skill
Comprehension
Program
Sound Partners
Intervention Type
1-2 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+21
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/475

Skill
Alphabetics
Program
Sound Partners
Intervention Type
1-1 Tutoring
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2023
Average Effect Size: ESSA
+0.58
# of Studies
4
Population
Struggling Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4
Time: Span
18-20 weeks

Sound Partners

Current evidence

https://www.evidenceforessa.org/programs/reading/sound-partners-struggling-readers

Skill
Multiple
Program
Sound Partners
Intervention Type
Small Group
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2023
Average Effect Size: ESSA
+0.15
# of Studies
1
Population
Struggling Readers
Grade
4
Race / Ethnicity
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
5
Time: Span
School Year

Voyager Passport

Current evidence

https://www.evidenceforessa.org/programs/reading/passport-literacyvoyager-passport

Skill
Multiple
Program
Voyager Passport
Intervention Type
Small Group
ESSA
Rating: ESSA
Moderate ★★☆
Year: ESSA
2023
Average Effect Size: ESSA
+0.25
# of Studies
1
Population
All Ability Levels
Grade
1
2
Race / Ethnicity
Black
Hispanic
White

SIPPS

Current evidence

https://www.evidenceforessa.org/programs/reading/sippsr-systematic-instruction-phonological-awareness-phonics-and-sight-words

Skill
Multiple
Program
SIPPS
Intervention Type
1-1 Tutoring
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2023
Average Effect Size: ESSA
+0.19
# of Studies
1
Population
Struggling Readers
English Language Learners
Grade
K
1
2
Race / Ethnicity
Hispanic
Time: Minutes per Day
20-30
Time: Days per Week
5

Literacy First

Current evidence

https://www.evidenceforessa.org/programs/reading/literacy-first-ut-austin

Skill
Multiple
Program
Literacy First
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