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

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