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.

Stepping Stones to Literacy

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/484

Reading Mastery

Program Description

Reading Mastery is a comprehensive, direct instruction program designed to help students in grades K–6 develop essential literacy skills. The program emphasizes explicit, systematic instruction in reading components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. Reading Mastery can be used as a core reading curriculum or as an intervention for struggling readers. The program is structured to accelerate reading performance by using scripted lessons, careful pacing, and frequent assessments to guide instruction.

Student Population

Reading Mastery has been evaluated in multiple studies, including randomized controlled trials and quasi-experimental designs. One key study involved 346 students in grades K–3 from schools serving predominantly low-income and diverse populations, including African American and Hispanic students. These students often began the program performing below grade level and received instruction in small groups.

Current Evidence

According to the What Works Clearinghouse (WWC), Reading Mastery has mixed evidence of effectiveness (https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_readmast_081010.pdf). It has demonstrated positive effects on reading achievement but no discernible effects on alphabetics, fluency, and comprehension. One randomized controlled study showed statistically significant improvement in reading achievement outcomes. For instance, in one study, the improvement index for reading achievement was +17 percentile points compared to the control group.

For more information:

Website: https://ies.ed.gov/ncee/wwc/InterventionReport/411

WWC Intervention Report (PDF): https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_readmast_081010.pdf

References

Stockard, J. (2010). Fourth graders’ growth in reading fluency: A pretest-posttest randomized control study comparing Reading Mastery and Scott Foresman Basal Reading Program. Eugene, OR: National Institute for Direct Instruction.

Yu, L., & Rachor, R. (2000, April). The two-year evaluation of the three-year Direct Instruction program, in an urban public school system. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Open Court Reading

Program Description

Open Court Reading is a comprehensive core reading program designed to build foundational literacy skills in students from kindergarten through grade 6. The program emphasizes systematic and explicit instruction in phonemic awareness, phonics, vocabulary, reading comprehension, and fluency. Lessons follow a structured sequence and include teacher-led instruction, guided practice, and independent reading. Open Court Reading also integrates science and social studies content to promote cross-curricular learning and includes assessments to monitor student progress.

Student Population

Open Court Reading has been studied with early elementary students, primarily in grades 1 and 2. The primary evaluation reviewed by the What Works Clearinghouse included 2,217 students from urban public schools. The sample consisted of students from diverse backgrounds, including a significant proportion of students eligible for Free and Reduced Price Lunch and English language learners. The study population included Black, Hispanic, and White students, reflecting a broad demographic range.

Current Evidence

Open Court Reading has mixed evidence of effectiveness, according to the What Works Clearinghouse(https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_opencourt_102114.pdf). One quasi-experimental study that met WWC standards with reservations reported a statistically significant positive effect on reading achievement, with an effect size of +0.15. However, evidence across multiple domains is limited. While there is some support for its effectiveness in improving alphabetics and fluency, the program did not demonstrate significant impacts in comprehension or general reading achievement across all studies. Based on this, the program does not currently qualify for the highest evidence ratings but shows promise in specific areas.

For more information:

Website: https://ies.ed.gov/ncee/wwc/InterventionReport/347

Borman, G. D., Dowling, N. M., & Schneck, C. (2008). A multisite cluster randomized field trial of Open Court Reading. Educational Evaluation & Policy Analysis, 30(4), 389–407.

Open Court Reading

Program Description

Open Court Reading is a comprehensive core reading program designed to build foundational literacy skills in students from kindergarten through grade 6. The program emphasizes systematic and explicit instruction in phonemic awareness, phonics, vocabulary, reading comprehension, and fluency. Lessons follow a structured sequence and include teacher-led instruction, guided practice, and independent reading. Open Court Reading also integrates science and social studies content to promote cross-curricular learning and includes assessments to monitor student progress.

Student Population

Open Court Reading has been studied with early elementary students, primarily in grades 1 and 2. The primary evaluation reviewed by the What Works Clearinghouse included 2,217 students from urban public schools. The sample consisted of students from diverse backgrounds, including a significant proportion of students eligible for Free and Reduced Price Lunch and English language learners. The study population included Black, Hispanic, and White students, reflecting a broad demographic range.

Current Evidence

Open Court Reading has mixed evidence of effectiveness, according to the What Works Clearinghouse(https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_opencourt_102114.pdf). One quasi-experimental study that met WWC standards with reservations reported a statistically significant positive effect on reading achievement, with an effect size of +0.15. However, evidence across multiple domains is limited. While there is some support for its effectiveness in improving alphabetics and fluency, the program did not demonstrate significant impacts in comprehension or general reading achievement across all studies. Based on this, the program does not currently qualify for the highest evidence ratings but shows promise in specific areas.

For more information:

Website: https://ies.ed.gov/ncee/wwc/InterventionReport/347

Borman, G. D., Dowling, N. M., & Schneck, C. (2008). A multisite cluster randomized field trial of Open Court Reading. Educational Evaluation & Policy Analysis, 30(4), 389–407.

Headsprout® Early Reading

Program Description

Headsprout® Early Reading is an online supplemental literacy program designed to support early readers. The curriculum consists of 80 interactive, 20-minute episodes that provide individualized instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. The first 40 episodes focus on foundational reading skills for pre-kindergarten students. The program adapts to students’ responses, offering targeted reviews when needed. Teachers can supplement learning with corresponding print materials to reinforce key concepts.

Student Population

Headsprout® Early Reading has been studied in preschool classrooms within Head Start centers in Florida. The study included 62 children across five classrooms, providing insights into its effectiveness among early learners from diverse backgrounds. This included African American and Hispanic, and students with English as their second language.

Current Evidence

The What Works Clearinghouse (WWC) reviewed research on Headsprout® Early Reading and found potentially positive effects on oral language and print knowledge. The program demonstrated an improvement index of +22 percentile points in both areas. However, no studies meeting WWC standards have evaluated its impact on phonological processing, early reading and writing, cognition, or mathematics. (WWC Report)

For More Information

WWC Intervention Report: Headsprout® Early Reading

Huffstetter, M. (2005). The effects of an Internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers’ perceptions of the program. Unpublished doctoral dissertation, University of South Florida, Tampa. (68813195)

Headsprout® Early Reading

Program Description

Headsprout® Early Reading is an online supplemental literacy program designed to support early readers. The curriculum consists of 80 interactive, 20-minute episodes that provide individualized instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. The first 40 episodes focus on foundational reading skills for pre-kindergarten students. The program adapts to students’ responses, offering targeted reviews when needed. Teachers can supplement learning with corresponding print materials to reinforce key concepts.

Student Population

Headsprout® Early Reading has been studied in preschool classrooms within Head Start centers in Florida. The study included 62 children across five classrooms, providing insights into its effectiveness among early learners from diverse backgrounds. This included African American and Hispanic, and students with English as their second language.

Current Evidence

The What Works Clearinghouse (WWC) reviewed research on Headsprout® Early Reading and found potentially positive effects on oral language and print knowledge. The program demonstrated an improvement index of +22 percentile points in both areas. However, no studies meeting WWC standards have evaluated its impact on phonological processing, early reading and writing, cognition, or mathematics. (WWC Report)

For More Information

WWC Intervention Report: Headsprout® Early Reading

Huffstetter, M. (2005). The effects of an Internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers’ perceptions of the program. Unpublished doctoral dissertation, University of South Florida, Tampa. (68813195)

Earobics®

Program Description

Earobics® is an interactive software designed for students from prekindergarten to grade 3, offering personalized and systematic early literacy instruction using animated characters. Earobics® Foundations is designed for prekindergarten, kindergarten, and first grade, while Earobics® Connections is tailored for second and third graders, as well as older students who struggle with reading. The program focuses on improving skills in phonemic awareness, auditory processing, phonics, and the cognitive and language abilities necessary for comprehension. Each instructional level focuses on sound recognition and blending, rhyming, and phoneme discrimination, based on each student's proficiency. In addition to the software, materials include music, audiocassettes, videotapes, picture/word cards, letter-sound decks, books, and leveled readers for both independent and group reading.

Student population

Earobics® has been examined in Kindergarten through 3rd grades in both urban and rural settings. Participants were majority White (41%), followed by Native American (17%), and those categorized as Other or Unknown (22%). Smaller proportions include Asian (9%) and Black (7%) participants. Ethnically, 37% identify as Hispanic, while 63% are Not Hispanic or Latino. Males made up 55% of the populations studied, with females accounting for 45%. Socioeconomic factors indicate that 58% of participants qualify for free and reduced-price lunch, suggesting a significant portion come from low-income backgrounds. Additionally, 58% of the participants are English learners.

Current evidence

Earobics® has been rated as Promising by the What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/InterventionReport/158). Two studies met WWC evidence standards, while two met the standards with reservations. These studies involved 246 students from grades K-3 in various locations, including Los Angeles, southwest Florida, Anchorage, and Chicago. The WWC found the evidence for Earobics® to be small in the areas of alphabetics and reading fluency. No studies meeting WWC standards examined its effectiveness in comprehension or general reading achievement.

For more information:

Earobics® has been retired.

Meets WWC evidence standards:

Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www. earobics.com/results/la.php.

Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved from the University of South Florida website: http://purl.fcla.edu/usf/dc/ et/SFE0001531.

Meets WWC evidence standards with reservations:

Rehmann, R. (2005). The effect of Earobics (TM) Step 1, software on student acquisition of phonological awareness skills. Dissertation. Dissertation Abstracts International, 66(07A), 157–2533. (UMI No. 3181124).

Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63(04), 1291A. (UMI No. 3050601)

Earobics®

Program Description

Earobics® is an interactive software designed for students from prekindergarten to grade 3, offering personalized and systematic early literacy instruction using animated characters. Earobics® Foundations is designed for prekindergarten, kindergarten, and first grade, while Earobics® Connections is tailored for second and third graders, as well as older students who struggle with reading. The program focuses on improving skills in phonemic awareness, auditory processing, phonics, and the cognitive and language abilities necessary for comprehension. Each instructional level focuses on sound recognition and blending, rhyming, and phoneme discrimination, based on each student's proficiency. In addition to the software, materials include music, audiocassettes, videotapes, picture/word cards, letter-sound decks, books, and leveled readers for both independent and group reading.

Student population

Earobics® has been examined in Kindergarten through 3rd grades in both urban and rural settings. Participants were majority White (41%), followed by Native American (17%), and those categorized as Other or Unknown (22%). Smaller proportions include Asian (9%) and Black (7%) participants. Ethnically, 37% identify as Hispanic, while 63% are Not Hispanic or Latino. Males made up 55% of the populations studied, with females accounting for 45%. Socioeconomic factors indicate that 58% of participants qualify for free and reduced-price lunch, suggesting a significant portion come from low-income backgrounds. Additionally, 58% of the participants are English learners.

Current evidence

Earobics® has been rated as Promising by the What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/InterventionReport/158). Two studies met WWC evidence standards, while two met the standards with reservations. These studies involved 246 students from grades K-3 in various locations, including Los Angeles, southwest Florida, Anchorage, and Chicago. The WWC found the evidence for Earobics® to be small in the areas of alphabetics and reading fluency. No studies meeting WWC standards examined its effectiveness in comprehension or general reading achievement.

For more information:

Earobics® has been retired.

Meets WWC evidence standards:

Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www. earobics.com/results/la.php.

Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved from the University of South Florida website: http://purl.fcla.edu/usf/dc/ et/SFE0001531.

Meets WWC evidence standards with reservations:

Rehmann, R. (2005). The effect of Earobics (TM) Step 1, software on student acquisition of phonological awareness skills. Dissertation. Dissertation Abstracts International, 66(07A), 157–2533. (UMI No. 3181124).

Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63(04), 1291A. (UMI No. 3050601)

Sound Partners

Current evidence

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