Read Naturally®

Program description

Read Naturally® program is a supplemental reading program that designed to improve reading fluency, accuracy, and comprehension for readers in all grades. The program combines three intervention strategies: 1) teacher modeling of story reading, 2) repeated reading of text, and 3) progress monitoring by both teachers and the students themselves. Lessons are tailored to student reading level and students are able to independently progress at their own pace. The program can be delivered between 30 and 45 minutes per day, five days per week in one of three ways: (1) audio CDs plus hard-copy reading materials (Read Naturally® Masters, Read Naturally® Encore), (2) a computer-based version (Read Naturally® Software Edition), or (3) a  web-based version (Read Naturally® Live).

Student population

Read Naturally® has been examined among low socio-economic status Asian, Black, White, Hispanic students identified as below-average in reading fluency in grades K-5th. 

Current evidence

Read Naturally® has been rated as the What Works Clearinghouse as having mixed effects on reading fluency, potentially positive effects on general reading achievement, and no discernable effects on alphabetics or comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_readnaturally_070913.pdf). 

For more information

https://www.readnaturally.com/

Arvans, R. (2010). Improving reading fluency and comprehension in elementary students using Read Naturally. Dissertation Abstracts International, 71(01B), 74-649. 

Christ, T. J., & Davie, J. (2009). Empirical evaluation of Read Naturally effects: A randomized control trial (RCT) (Unpublished journal article). University of Minnesota, Minneapolis.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_readnaturally_070913.pdf

Read Naturally®

Program description

Read Naturally® program is a supplemental reading program that designed to improve reading fluency, accuracy, and comprehension for readers in all grades. The program combines three intervention strategies: 1) teacher modeling of story reading, 2) repeated reading of text, and 3) progress monitoring by both teachers and the students themselves. Lessons are tailored to student reading level and students are able to independently progress at their own pace. The program can be delivered between 30 and 45 minutes per day, five days per week in one of three ways: (1) audio CDs plus hard-copy reading materials (Read Naturally® Masters, Read Naturally® Encore), (2) a computer-based version (Read Naturally® Software Edition), or (3) a  web-based version (Read Naturally® Live).

Student population

Read Naturally® has been examined among low socio-economic status Asian, Black, White, Hispanic students identified as below-average in reading fluency in grades K-5th. 

Current evidence

Read Naturally® has been rated as the What Works Clearinghouse as having mixed effects on reading fluency, potentially positive effects on general reading achievement, and no discernable effects on alphabetics or comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_readnaturally_070913.pdf). 

For more information

https://www.readnaturally.com/

Arvans, R. (2010). Improving reading fluency and comprehension in elementary students using Read Naturally. Dissertation Abstracts International, 71(01B), 74-649. 

Christ, T. J., & Davie, J. (2009). Empirical evaluation of Read Naturally effects: A randomized control trial (RCT) (Unpublished journal article). University of Minnesota, Minneapolis.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_readnaturally_070913.pdf

Raz-Plus

Program description

Raz-Plus is a technology-based instructional program designed for students in grades K-5. The program consists of several key features including student-centered, scaffolded online readings with standards-aligned, leveled books, and comprehension activities as well as level-based and curriculum resources for teachers to use in offline instruction. The program is designed to be implemented in 30 minute sessions 5 days a week. 

Student population

Raz-Plus has been examined among a predominantly Black sample of K-5th grade students in rural settings who attended low socioeconomic status schools (Title 1). Students in the study represented an average range of reading ability. 

Current evidence

Raz-Plus has been rated as Strong by Evidence for ESSA in grades K-5 (https://www.evidenceforessa.org/programs/reading/raz-plus). 

For more information

https://www.raz-plus.com/

Ho, H. & Mathias, S. (2019). Implementation and efficacy study of a blended learning literacy program for students from kindergarten to fifth grade. Denver, CO: McRel International.

https://www.evidenceforessa.org/programs/reading/raz-plus

QuickReads

Program description

QuickReads consists of a one-to-two tutoring approach for struggling elementary readers or a supplemental fluency program given to students in grades 2-5 for 15 minutes each day. Quickreads texts are leveled by grade and are designed to build vocabulary through multiple exposures to new words. The print-only format of QuickReads uses student books with graphic organizers and written comprehension questions. The technology plus print format includes these materials and uses voice recognition software to measure reading rate and accuracy. The QuickReads tutoring program focuses on repeated reading, letters and sounds, and comprehension with the tutor acting as an instructional aid who helps with word identification and activating background knowledge.

Student population

QuickReads supplemental program has been examined in an urban setting with students in 2nd-5th grades with a diverse representation of ability levels and racial, ethnic (Asian, Black, Hispanic, and White) and socio-economic characteristics. QuickReads tutorial program has been examined in urban, predominantly low socio-economic settings among Asian, Black, White, and Hispanic participants who were classified as English Language learners or struggling readers. 

Current evidence

QuickReads has been rated as Strong by Evidence for ESSA in grades two through five for both struggling readers (https://www.evidenceforessa.org/programs/reading/quickreads-struggling-readers) and typical ability readers (https://www.evidenceforessa.org/programs/reading/quickreads-whole-class).  

For more information

QuickReads

Trainin, G., Hayden, H. E., Wilson, K., & Erickson, J. (2016). Examining the impact of QuickReads technology and print formats on fluency, comprehension, and vocabulary development for elementary students. Journal of Research on Educational Effectiveness, 9 (1), 93-116.

Vadasy, P. F., & Sanders, E. A. (2009). Supplemental Fluency Intervention and Determinants of Reading Outcomes. Scientific Studies of Reading, 13(5), 383–425.

Vadasy, P. F., & Sanders, E. A. (2008a). Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students. Remedial and Special Education, 29(4), 235–249.

Vadasy, P. F., & Sanders, E. A. (2008). Repeated Reading Intervention: Outcomes and Interactions with Readers’ Skills and Classroom Instruction. Journal of Educational Psychology, 100(2), 272–290.

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

QuickReads

Program description

QuickReads consists of a one-to-two tutoring approach for struggling elementary readers or a supplemental fluency program given to students in grades 2-5 for 15 minutes each day. Quickreads texts are leveled by grade and are designed to build vocabulary through multiple exposures to new words. The print-only format of QuickReads uses student books with graphic organizers and written comprehension questions. The technology plus print format includes these materials and uses voice recognition software to measure reading rate and accuracy. The QuickReads tutoring program focuses on repeated reading, letters and sounds, and comprehension with the tutor acting as an instructional aid who helps with word identification and activating background knowledge.

Student population

QuickReads supplemental program has been examined in an urban setting with students in 2nd-5th grades with a diverse representation of ability levels and racial, ethnic (Asian, Black, Hispanic, and White) and socio-economic characteristics. QuickReads tutorial program has been examined in urban, predominantly low socio-economic settings among Asian, Black, White, and Hispanic participants who were classified as English Language learners or struggling readers. 

Current evidence

QuickReads has been rated as Strong by Evidence for ESSA in grades two through five for both struggling readers (https://www.evidenceforessa.org/programs/reading/quickreads-struggling-readers) and typical ability readers (https://www.evidenceforessa.org/programs/reading/quickreads-whole-class).  

For more information

QuickReads

Trainin, G., Hayden, H. E., Wilson, K., & Erickson, J. (2016). Examining the impact of QuickReads technology and print formats on fluency, comprehension, and vocabulary development for elementary students. Journal of Research on Educational Effectiveness, 9 (1), 93-116.

Vadasy, P. F., & Sanders, E. A. (2009). Supplemental Fluency Intervention and Determinants of Reading Outcomes. Scientific Studies of Reading, 13(5), 383–425.

Vadasy, P. F., & Sanders, E. A. (2008a). Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students. Remedial and Special Education, 29(4), 235–249.

Vadasy, P. F., & Sanders, E. A. (2008). Repeated Reading Intervention: Outcomes and Interactions with Readers’ Skills and Classroom Instruction. Journal of Educational Psychology, 100(2), 272–290.

https://www.evidenceforessa.org/programs/reading/quickreads-whole-class

Peer-Assisted Learning Strategies (PALS)

Program description

Peer-Assisted Learning Strategies (PALS) is a supplemental 1-1 peer tutoring program where elementary students work in pairs, taking turns as teacher and learner. The lessons involve reading aloud, listening to their partner read aloud, and providing structured feedback based on teacher training in five minute increments. The feedback involves identifying errors, initiating correction procedures, and awarding points for correctly read sentences. Additionally, activities include describing the main idea and predicting what comes next in the passage. Through these lessons PALS focuses on building phonemic awareness, phonics, sound blending, passage reading, and story retelling literacy skills. 

Student population

Peer-Assisted Learning Strategies (PALS) has been examined in Kindergarten and 1st grade among Black and White students in urban settings. Participants included typical readers, struggling readers, and English Language Learners across socio-economic strata. PALS has also been examined among 2nd-6th grade readers of varying ability levels in both urban and suburban settings. 

Current evidence

Peer-Assisted Learning Strategies (PALS) has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-whole-class) for emergent readers in grades K-1st grades and Moderate for struggling readers in 1st grade (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers). The What Works Clearinghouse rated PALS as having potentially positive effects for alphabetics, mixed effects for comprehension, and no discernable effects on reading fluency among Kindergarten and 1st grade readers (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf). For struggling readers and/or students with disabilities in 2-6th  grades the WWC rated PALS as having potentially positive effects comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_013112.pdf). 

For more information

https://frg.vkcsites.org/what-is-pals/

Mathes, P. & Babyak, A. (2001). The Effects of Peer-Assisted Literacy Strategies for First-Graders With and Without Additional Mini-Skills Lessons. Learning Disabilities Research & Practice, 16 (1), 28-44.

Mathes, P., Torgensen, J., & Allor, J. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38 (2), 371-410. 
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf

Peer-Assisted Learning Strategies (PALS)

Program description

Peer-Assisted Learning Strategies (PALS) is a supplemental 1-1 peer tutoring program where elementary students work in pairs, taking turns as teacher and learner. The lessons involve reading aloud, listening to their partner read aloud, and providing structured feedback based on teacher training in five minute increments. The feedback involves identifying errors, initiating correction procedures, and awarding points for correctly read sentences. Additionally, activities include describing the main idea and predicting what comes next in the passage. Through these lessons PALS focuses on building phonemic awareness, phonics, sound blending, passage reading, and story retelling literacy skills. 

Student population

Peer-Assisted Learning Strategies (PALS) has been examined in Kindergarten and 1st grade among Black and White students in urban settings. Participants included typical readers, struggling readers, and English Language Learners across socio-economic strata. PALS has also been examined among 2nd-6th grade readers of varying ability levels in both urban and suburban settings. 

Current evidence

Peer-Assisted Learning Strategies (PALS) has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-whole-class) for emergent readers in grades K-1st grades and Moderate for struggling readers in 1st grade (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers). The What Works Clearinghouse rated PALS as having potentially positive effects for alphabetics, mixed effects for comprehension, and no discernable effects on reading fluency among Kindergarten and 1st grade readers (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf). For struggling readers and/or students with disabilities in 2-6th  grades the WWC rated PALS as having potentially positive effects comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_013112.pdf). 

For more information

https://frg.vkcsites.org/what-is-pals/

Mathes, P. & Babyak, A. (2001). The Effects of Peer-Assisted Literacy Strategies for First-Graders With and Without Additional Mini-Skills Lessons. Learning Disabilities Research & Practice, 16 (1), 28-44.

Mathes, P., Torgensen, J., & Allor, J. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38 (2), 371-410. 
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf

Peer-Assisted Learning Strategies (PALS)

Program description

Peer-Assisted Learning Strategies (PALS) is a supplemental 1-1 peer tutoring program where elementary students work in pairs, taking turns as teacher and learner. The lessons involve reading aloud, listening to their partner read aloud, and providing structured feedback based on teacher training in five minute increments. The feedback involves identifying errors, initiating correction procedures, and awarding points for correctly read sentences. Additionally, activities include describing the main idea and predicting what comes next in the passage. Through these lessons PALS focuses on building phonemic awareness, phonics, sound blending, passage reading, and story retelling literacy skills.

Student population

Peer-Assisted Learning Strategies (PALS) has been examined in Kindergarten and 1st grade among Black and White students in urban settings. Participants included typical readers, struggling readers, and English Language Learners across socio-economic strata. PALS has also been examined among 2nd-6th grade readers of varying ability levels in both urban and suburban settings. 

Current evidence

Peer-Assisted Learning Strategies (PALS) has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-whole-class) for emergent readers in grades K-1st grades and Moderate for struggling readers in 1st grade (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers). The What Works Clearinghouse rated PALS as having potentially positive effects for alphabetics, mixed effects for comprehension, and no discernable effects on reading fluency among Kindergarten and 1st grade readers (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf). For struggling readers and/or students with disabilities in 2-6th  grades the WWC rated PALS as having potentially positive effects comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_013112.pdf). 

For more information

https://frg.vkcsites.org/what-is-pals/

Mathes, P. & Babyak, A. (2001). The Effects of Peer-Assisted Literacy Strategies for First-Graders With and Without Additional Mini-Skills Lessons. Learning Disabilities Research & Practice, 16 (1), 28-44.

Mathes, P., Torgensen, J., & Allor, J. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38 (2), 371-410. 
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf

Peer-Assisted Learning Strategies (PALS)

Program description

Peer-Assisted Learning Strategies (PALS) is a supplemental 1-1 peer tutoring program where elementary students work in pairs, taking turns as teacher and learner. The lessons involve reading aloud, listening to their partner read aloud, and providing structured feedback based on teacher training in five minute increments. The feedback involves identifying errors, initiating correction procedures, and awarding points for correctly read sentences. Additionally, activities include describing the main idea and predicting what comes next in the passage. Through these lessons PALS focuses on building phonemic awareness, phonics, sound blending, passage reading, and story retelling literacy skills. 

Student population

Peer-Assisted Learning Strategies (PALS) has been examined in Kindergarten and 1st grade among Black and White students in urban settings. Participants included typical readers, struggling readers, and English Language Learners across socio-economic strata. PALS has also been examined among 2nd-6th grade readers of varying ability levels in both urban and suburban settings. 

Current evidence

Peer-Assisted Learning Strategies (PALS) has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-whole-class) for emergent readers in grades K-1st grades and Moderate for struggling readers in 1st grade (https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers). The What Works Clearinghouse rated PALS as having potentially positive effects for alphabetics, mixed effects for comprehension, and no discernable effects on reading fluency among Kindergarten and 1st grade readers (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf). For struggling readers and/or students with disabilities in 2-6th  grades the WWC rated PALS as having potentially positive effects comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_013112.pdf). 

For more information

https://frg.vkcsites.org/what-is-pals/

Mathes, P. & Babyak, A. (2001). The Effects of Peer-Assisted Literacy Strategies for First-Graders With and Without Additional Mini-Skills Lessons. Learning Disabilities Research & Practice, 16 (1), 28-44.

Mathes, P., Torgensen, J., & Allor, J. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38 (2), 371-410. 
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

https://www.evidenceforessa.org/programs/reading/peer-assisted-learning-strategies-pals-reading-elementary-struggling-readers