Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf

Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf

Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf

Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf

Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf

Lindamood Phoneme Sequencing (LIPS) 

Program description

Lindamood Phoneme Sequencing (LIPS)® is a 1-1 or small-group tutoring program that focuses on phonological awareness and decoding practice. The program aids students in developing the lip, tongue, and mouth actions needed to produce specific sounds, direct instruction in letter patterns, sight words, and context clues in reading books with phonetically controlled vocabulary. LiPS® is intended for between 20 and 50 minutes per day of implementation with typical readers in kindergarten through grade 3 or with struggling readers. Both print and computer-supported reading activities are included in the program.

Student population

Lindamood Phoneme Sequencing® has been examined in Kindergarten 1st, 2nd, and 4th grades with Black and White students at-risk for reading disability across socio-economic strata.

Current evidence

Lindamood Phoneme Sequencing® has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips) for students in grades K-2nd grades. The What Works Clearinghouse rated LiPS® as having mixed effects for alphabetics and potentially positive effects for comprehension in 1st grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_111015.pdf) and 4th grade the WWC rated LiPS® as having potentially positive effects on Alphabetics and Reading Fluency, and no discernable effects on Comprehension (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lindamood_031610.pdf).

For more information

https://lindamoodbell.com/

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1997). The prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1, 217-234.

https://www.evidenceforessa.org/programs/reading/lindamood-phoneme-sequencing-lips

Lexia PowerUp Reading

Program description

Lexia PowerUp Reading is a technology-based program designed to help struggling adolescent readers in grades 6-12 reach grade level competency. Instruction is designed to be 40 minutes of supplemental instruction per day. The program identifies skill gaps and provides personalized lessons in Word Study, Grammar, and Comprehension. Progress monitoring within the system provides data and scripted lessons to assist teachers in developing personalized instruction offline.

Student population

Lexia PowerUp Reading has been examined in 6th through 8th grades in a suburban setting. Participants included Black and White struggling readers in primarily economically disadvantaged (Title 1) schools. 

Current evidence

Lexia PowerUp Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lexia-powerup-literacy) for middle school students.

For more information:

https://www.lexialearning.com/powerup

Hurwitz, L. B. (2020). Supporting Struggling and Non-Proficient Middle School Readers with the Lexia® PowerUp Literacy® Program. Concord, MA: Lexia Learning Systems LLC, A Rosetta Stone Company.

https://www.evidenceforessa.org/programs/reading/lexia-powerup-literacy

Lexia Core5 Reading 

Program description

Lexia Core5 Reading is a technology-based program that provides practice in basic reading skills through individualized supplemental instruction. The program uses tiered instruction intended for 20 to 30 sessions, two to five times per week. Students work independently and the software records student responses to differentiate instruction, provide additional practice where needed and to assist educators with planning personalized offline instruction. 

Student population

Lexia Core5 Reading has been examined in Kindergarten through 5th  grade in urban settings. Participants included Black, White, and Hispanic readers across ability levels from primarily low socio-economic (Title 1) schools.

Current evidence

Lexia Core5 Reading has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/lexiar-core5r-reading) for students in grades K-5th grades. The What Works Clearinghouse rated Lexia Reading as having potentially positive effects for alphabetics and comprehension and no discernable effects for general reading ability, and reading fluency (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lexia_063009.pdf) in grades K-1st.

For more information:

https://www.lexialearning.com/core5 

Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer‐based supplementary phonics programs for advancing reading skills in at‐risk elementary students. Journal of Research in Reading, 29(2), 162-172.

Schechter, R., Macaruso, P., Kazakoff, E.R., & Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools, 32, 183–200.

Macaruso, P., Wilkes, S., & Prescott, J. E. (2018). An investigation of blended learning to support reading instruction in elementary school. Concord, MA: Lexia Learning.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lexia_063009.pdf