Sound Partners

Current evidence

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

Sound Partners

Current evidence

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

Sound Partners

Current evidence

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

Voyager Passport

Program Description

Voyager Passport to Literacy is a reading intervention intended for K-5 students reading below grade level. The program is designed to build decoding, word reading, reading comprehension, and vocabulary skills through twelve, ten-day semi-scripted lessons. Instruction is provided by teachers and paraprofessionals in daily in small groups of 4-7 students for 30 minutes, throughout the school year. The first component of the program targets basic word reading skills such as letter/sound identification and decoding, while the second component of the program targets vocabulary and comprehension strategies through reading fiction and non-fiction passages.

Student population

Voyager Passport to Literacy has been examined in fourth grade students from rural and urban settings. Student demographics include general education learners, English language learners, Black, White, and Hispanic racial and ethnic groups as well as a blended proportion of students who were or were not eligible for Free and Reduced price lunch.

Current evidence

Voyager Passport to Literacy has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/passport-literacyvoyager-passport) among fourth grade students.

For more information

https://www.voyagersopris.com/literacy/voyager-passport/overview

Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., ... & Mehta, P. (2017). Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. Journal of Educational Psychology, 109(8), 1103.

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

SIPPS® (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) Program Description

SIPPS® is reading curriculum used for both new and struggling readers in grades K–12. The program has explicit routines focused on building skills on phonological awareness, spelling-sounds, and sight words. Each level of SIPPS® corresponds to a specific stage of reading development. Students are pretested, then placed at their points of need within a level and a lesson to best help them meet their individual reading goals.

Student population

SIPPS® was examined with 570 first and second grade students from multiple schools in an urban district in Florida. Nearly 75% of students were identified as economically disadvantaged, 50% were White, and 32% Hispanic. Also, a notable proportion were eligible for Free and Reduced Price Meals.

Current evidence

SIPPS® has been rated as Moderate by Evidence for ESSA (https://www.evidenceforessa.org/program/sipps-systematic-instruction-in-phonological-awareness-phonics-and-sight-words-2/) for students in grades 1st-2nd. A study examining the effectiveness of SIPPS found significantly higher scores on the DIBELS compared to control groups. The program demonstrated an average effect size of +0.25.

For more information:

Website: https://www.collaborativeclassroom.org/programs/sipps/

SEG Measurement. (2022). Evaluating the effects of the SIPPS program. Newtown, PA: Author.

Literacy First - UT Austin

Program Description

Literacy First is an early literacy intervention program focused on students in kindergarten through grade 2. The program identifies students reading below grade level and provides tutoring throughout the school year. Tutors work with their students daily in 30 minute sessions that are tailored to address specific individual literacy/language needs across students. Literacy First uses a response-to-intervention model that involves frequent benchmark assessments and weekly progress monitoring.

Student Population

A study focused on grades K-2 within 22 elementary schools in the Austin Independent School District and 630 students. The sample represented Hispanic, and English Learner populations, with 83% of students being eligible for Free and Reduced Price Meals. The study was conducted in urban schools.

Current Evidence

Literacy First has been rated as "Strong" by Evidence for ESSA (https://evidenceforessa.org/program/literacy-first-ut-austin/). A study found significant positive effects on ITBS reading assessments, with an average effect size of +0.19, indicating improved reading outcomes compared to control groups.

For more information:

Literacy First

Phone: 512-232-2286

Email: support.literacyfirst@austin.utexas.edu

Website: literacyfirst.org

Caverly, S. & Stoker, G. (2021). Literacy First: Evaluation summary report. American Institute for Research.

Journeys

Program Description

Journeys, developed by Houghton Mifflin Harcourt, is a comprehensive K-6 reading and language arts program, evaluated for effectiveness in grades K-2. The program includes structured whole-group and small-group activities, focusing on vocabulary, phonics, comprehension, and fluency. Teachers engage students with a daily "big idea" and "essential question," integrating read-alouds and targeted skill development. The program includes a 5-6 hour initial training with follow-up support.

Student Population

Journeys has been studied with 1,046 students in grades K-2, representing African American, Hispanic, White, and English Learner populations, with many eligible for Free and Reduced Price Meals. The study was conducted in suburban and urban schools.

Current Evidence

Journeys has been rated as "Strong" by Evidence for ESSA (https://evidenceforessa.org/program/journeys/). A study found significant positive effects on ITBS reading assessments, with an average effect size of +0.14, indicating improved reading outcomes compared to control groups.

For more information:

Provider: Houghton Mifflin Harcourt

 Phone: 1-800-225-5425

 Email: k12inquiries@hmhco.com

 Website: HMH Journeys

Resendez, M. & Azin, M. (2012). A study of the effects of Houghton Mifflin Harcourt’s Journeys program: Year 1 final report. PRES Associates, Inc.

iStation ISIP

Program Description

Istation’s Indicators of Progress (ISIP) Early Reading and ISIP Advanced Reading are computer-adaptive assessment programs designed to monitor student progress and guide instruction in reading. These assessments are delivered online and adjust in real-time to a student’s performance, providing immediate data on reading abilities. The programs assess a range of literacy skills including phonemic awareness, vocabulary, comprehension, and fluency. ISIP assessments are typically administered monthly and offer teachers detailed reports to inform instruction and intervention strategies.

Student Population

ISIP Early Reading and ISIP Advanced Reading have been evaluated with a large and diverse sample of students in grades 3-5. The study included 13,096 students across multiple schools and districts. Among participants, 72% were economically disadvantaged, 55% identified as Hispanic, 20% as White, and 17% as Black. The study was conducted in a mix of urban and suburban settings.

Current Evidence

Istation’s ISIP Early Reading and ISIP Advanced Reading programs have been rated as “Strong” by Evidence for ESSA (https://evidenceforessa.org/program/istation-isip-early-reading-and-isip-advanced-reading-assessments/). A large-scale randomized controlled trial found that students using ISIP scored significantly higher on the Iowa Test of Basic Skills (effect size = +0.22). The positive outcomes in reading achievement support the program’s designation as having strong evidence of effectiveness.

For more information:

Istation

Phone: 866-883-7323

Website: https://amiralearning.com/istation-to-amira

Cook, M. A., & Ross, S. M. (2021). Evaluation of Istation’s Early Reading Assessment and Curriculum in Spartanburg County School District 7. Towson, MD: Center for Research and Reform in Education, Johns Hopkins University.

Chapter One (Formerly Innovations for Learning High Impact Tutoring)

Program Description

Chapter One is a personalized, one-on-one tutoring program designed to improve early reading skills through short, targeted sessions each week. The program integrates part-time tutors into classrooms to provide individualized instruction using a digital platform. Sessions typically last 5-10 minutes and focus on phonics development, reading fluency, and segmentation. The program uses technology to track progress and adjust instruction based on student needs. Tutors meet regularly with teachers to discuss student advancement.

Student Population

The Chapter One program has been studied with students in kindergarten, with 1,009 participants. The demographic breakdown included students from diverse backgrounds, including Black (72%), Hispanic (21%), and students eligible for Free and Reduced Price Meals (56%). The study took place across rural, suburban, and urban communities.

Current Evidence

Chapter One has been rated as "Strong" by Evidence for ESSA (https://evidenceforessa.org/program/chapter-one-formerly-innovations-for-learning-high-impact-tutoring/). Two randomized studies showed positive impacts on reading achievement. In the first study, kindergarten students in Title I schools outperformed peers on the Fountas and Pinnell Benchmark Assessment (effect size = +0.18). The second study also showed significant improvements in reading (effect size = +0.23) on the ORF and District Reading Level assessments, qualifying the program for a "Strong" rating.

For more information:

Chapter One

Phone: 800-975-3452

Website: chapterone.org

Cortes, K., Kortecamp, K., Loeb, S., & Robinson, C. (2023). A scalable approach to high-impact tutoring for young readers: results of a randomized controlled trial. National Support Student Accelerator.

Imagine Learning & Literacy

Program Description

Imagine Language & Literacy is a digital education program developed by Imagine Learning, targeting literacy skills for students in kindergarten through second grade. It offers individualized instruction in areas such as phonological awareness, phonics, vocabulary, comprehension, and grammar. The program adapts to each student's learning pace, providing interactive activities designed to enhance engagement and learning outcomes.

Student Population

The study encompassed students in kindergarten through second grade, capturing a diverse demographic across the participating schools. Detailed demographic information, including race/ethnicity and gender distribution, was collected to ensure a comprehensive understanding of the program's impact across different student groups. Demographics included African American, Hispanic, English Learners, and students that qualified for Free and Reduced Price Meals.

Current Evidence

The study employed a correlational design to examine the relationship between student program usage and academic achievement outcomes(https://www.imaginelearning.com/products/ela/language-and-literacy/) . The results are promising. In Kindergarten they found increased usage of the program was associated with higher scores in letter naming fluency. In Grade 1 they found a positive correlation was observed between program usage and nonsense word fluency, indicating improvements in decoding skills. In Grade 2 they found a higher program usage was linked to better oral reading fluency, reflecting enhanced reading proficiency.

For More Information

https://www.imaginelearning.com/products/ela/language-and-literacy/

Powell, S. R., Cantrell, S. C., & Correll, P. K. (2020). Study of Imagine Language & Literacy in Grades K-2. National Comprehensive Center. ERIC. https://files.eric.ed.gov/fulltext/ED603421.pdf