Wilson Reading System®

Program Description

Wilson Reading System® is a complete reading curriculum targeted to 3rd grade students who did not perform to their grade level in previous grades. The program focuses on improving phonics, fluency, vocabulary, and comprehension. It is based off of Orton-Gillingham methods.

Student population

Wilson Reading System® was examined with 158 3rd grade students from urban and rural communicates in the United States. Populations studied include African American, White, and notable proportion were eligible for Free and Reduced Price Meals.

Current evidence

Wilson Reading System® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/program/wilson-reading-system/) for students in 3rd grade. Studies examining the effectiveness of Wilson Reading System® found significantly positive effects on the Woodcock Word Attack, and Word Identification. The program demonstrated an average effect size of +0.17.

For more information:

Website: https://www.wilsonlanguage.com/

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., Stancavage, F., Durno, D., Javorsky, R., and Haan, C. (2007). National Assessment of Title I, Final Report: Volume II: Closing the Reading Gap, Findings from a Randomized Trial of Four Reading Interventions for Striving Readers (NCEE 2008-4013). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Wilson Reading System®

Program Description

Wilson Reading System® is a complete reading curriculum targeted to 3rd grade students who did not perform to their grade level in previous grades. The program focuses on improving phonics, fluency, vocabulary, and comprehension. It is based off of Orton-Gillingham methods.

Student population

Wilson Reading System® was examined with 158 3rd grade students from urban and rural communicates in the United States. Populations studied include African American, White, and notable proportion were eligible for Free and Reduced Price Meals.

Current evidence

Wilson Reading System® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/program/wilson-reading-system/) for students in 3rd grade. Studies examining the effectiveness of Wilson Reading System® found significantly positive effects on the Woodcock Word Attack, and Word Identification. The program demonstrated an average effect size of +0.17.

For more information:

Website: https://www.wilsonlanguage.com/

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., Stancavage, F., Durno, D., Javorsky, R., and Haan, C. (2007). National Assessment of Title I, Final Report: Volume II: Closing the Reading Gap, Findings from a Randomized Trial of Four Reading Interventions for Striving Readers (NCEE 2008-4013). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Waterford Early Reading Level One

Program Description

 Waterford Early Reading Level One is a technology-based literacy program created for preschool-aged children. It offers individualized instruction through interactive computer lessons, beginning with a brief tutorial to help children learn how to navigate the program. Based on an initial placement test, students are guided through activities targeting early literacy skills like letter recognition, phonemic awareness, understanding of story structure, and other foundational reading abilities. The program is designed to be engaging and developmentally appropriate for young learners preparing to enter kindergarten.

Student Population

The program has been evaluated with preschool students enrolled in Head Start programs. One study involved 27 classrooms across six centers in southeastern New York. The children in the study came from diverse backgrounds, with 42% Black and 41% Hispanic, and represented a wide range of early literacy skill levels. These students were part of an early childhood education setting focused on supporting low-income families.

Current Evidence

According to the What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/InterventionReport/541), research on Waterford Early Reading Level One found no clear impact on children's oral language development, but there was an effects size of +0.07 of print knowledge. While the program offers structured and adaptive instruction, the study reviewed by WWC did not find significant differences in these areas between students who used the program and those who received other forms of instruction.

For more information:

Website: https://ies.ed.gov/ncee/wwc/InterventionReport/541

PDF Report: https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/WWC_Waterford_ECE_073007.pdf

Reference

What Works Clearinghouse. (2007). WWC Intervention Report: Waterford Early Reading Level One™. U.S. Department of Education, Institute of Education Sciences.

Success for All

Program Description

Success for All is a reading curriculum used to promote successful reading in high-poverty schools for grades K–5. The program focuses on improving phonemic awareness, phonics, comprehension, and vocabulary development. Each grade level has a specific learning goal to meet. If students are struggling, one-to-one or small group tutoring is implemented. Children are frequently assessed to aid the program in effectively teaching them. Success for All also provides parental support to help parents with their children’s achievement and social-emotional development and to deal with issues such as attendance and behavior problems.

Student population

Success for All was examined with 36,589 K-5 students from multiple schools in urban and rural communicates in the United States. Populations studied include African American, English Learners, Hispanic, White, Special Education, and a proportion were eligible for Free and Reduced Price Meals.

Current evidence

Success for All has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/success-for-all-whole-class/) for students in grades K-5. Studies examining the effectiveness of Success for All found significantly higher scores in improving reading achievement for students, with positive effects on alphabetics, comprehension, and general reading achievement compared to control groups. The program demonstrated an average effect size of +0.29.

For more information:

https://www.successforall.org/

Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., & al, et. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Correnti, R. (2009, March). Examining CSR program effects on student achievement: Causal explanation through examination of implementation rates and student mobility. Paper presented at the 2nd annual conference of the Society for Research on Educational Effectiveness, Washington, DC.

Madden, N., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for All: Longitudinal effects of a schoolwide elementary restructuring program. American Educational Research Journal, 30, 123-148.

Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015). Scaling up the Success for All model of school reform: Final report from the Investing in Innovation (i3) evaluation. New York, NY: MDRC.

Ross, S.M., Wang, L.W., Sanders W.L., & Wright S.P. (1999). Two- and three-year achievement results on the Tennessee value-added assessment system for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Success for All

Program Description

Success for All is a reading curriculum used to promote successful reading in high-poverty schools for grades K–5. The program focuses on improving phonemic awareness, phonics, comprehension, and vocabulary development. Each grade level has a specific learning goal to meet. If students are struggling, one-to-one or small group tutoring is implemented. Children are frequently assessed to aid the program in effectively teaching them. Success for All also provides parental support to help parents with their children’s achievement and social-emotional development and to deal with issues such as attendance and behavior problems.

Student population

Success for All was examined with 36,589 K-5 students from multiple schools in urban and rural communicates in the United States. Populations studied include African American, English Learners, Hispanic, White, Special Education, and a proportion were eligible for Free and Reduced Price Meals.

Current evidence

Success for All has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/success-for-all-whole-class/) for students in grades K-5. Studies examining the effectiveness of Success for All found significantly higher scores in improving reading achievement for students, with positive effects on alphabetics, comprehension, and general reading achievement compared to control groups. The program demonstrated an average effect size of +0.29.

For more information:

https://www.successforall.org/

Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., & al, et. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Correnti, R. (2009, March). Examining CSR program effects on student achievement: Causal explanation through examination of implementation rates and student mobility. Paper presented at the 2nd annual conference of the Society for Research on Educational Effectiveness, Washington, DC.

Madden, N., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for All: Longitudinal effects of a schoolwide elementary restructuring program. American Educational Research Journal, 30, 123-148.

Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015). Scaling up the Success for All model of school reform: Final report from the Investing in Innovation (i3) evaluation. New York, NY: MDRC.

Ross, S.M., Wang, L.W., Sanders W.L., & Wright S.P. (1999). Two- and three-year achievement results on the Tennessee value-added assessment system for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy.