Intervention Type
Small Group
Print Only
WWC
Year: WWC
2007
Rating: WWC
+9
# of Studies
1
Population
Struggling Readers
Beginning Readers
Grade
3
Race / Ethnicity
Black
White
Time: Minutes per Day
45
Time: Days per Week
4–5
Time: Span
1 year

Corrective Reading

Program description

Corrective Reading is a literacy program designed to improve decoding, fluency, and comprehension skills for students in third grade or higher who are reading below their grade level. Corrective Reading can be implemented in small groups for 45-minutes four to five times a week. Assessments determine the level at which each student is initially placed. Students are expected to complete all lessons within a level before advancing to the next level. All lessons involve a scripted, direct instructional approach to implement the series of targeted exercises. The decoding component has four levels containing between 65 and 125 lessons each. The comprehension component consists of four levels with between  65 and 140 lessons. 

Student population

Corrective Reading has been examined in grades three and five among suburban and urban settings. White and Black students as well as a blended proportion of students who were or were not eligible for Free and Reduced price lunch participated in the evaluated studies.

Current evidence

Corrective Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/corrective-reading-elementary) for students in grades three and five. The What Works Clearinghouse reported Potentially Positive Effects for Alphabetics and Fluency, but No Discernible Evidence for building Comprehension skills in 3rd grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Corrective_Reading_070207.pdf) or for improving Alphabetics, Fluency, and Comprehension in 5th grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf).

For more information:

https://www.mheducation.com/prek-12/program/corrective-reading-2008/MKTSP-URA04M0.html?page=1&sortby=title&order=asc&bu=seg

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Institute of Education Sciences (ED), W., DC. (2007). National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013. National Center for Education Evaluation and Regional Assistance. Retrieved from eric. (National Center for Education Evaluation and Regional Assistance).

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Corrective_Reading_070207.pdf

Skill
Alphabetics
Program
Corrective Reading
Intervention Type
Small Group
Print Only
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2021
Average Effect Size: ESSA
+0.06
# of Studies
1
Population
Struggling Readers
Beginning Readers
Grade
3
5
Race / Ethnicity
Black
White
Time: Minutes per Day
45
Time: Days per Week
4–5
Time: Span
1 year

Corrective Reading

Program description

Corrective Reading is a literacy program designed to improve decoding, fluency, and comprehension skills for students in third grade or higher who are reading below their grade level. Corrective Reading can be implemented in small groups for 45-minutes four to five times a week. Assessments determine the level at which each student is initially placed. Students are expected to complete all lessons within a level before advancing to the next level. All lessons involve a scripted, direct instructional approach to implement the series of targeted exercises. The decoding component has four levels containing between 65 and 125 lessons each. The comprehension component consists of four levels with between  65 and 140 lessons. 

Student population

Corrective Reading has been examined in grades three and five among suburban and urban settings. White and Black students as well as a blended proportion of students who were or were not eligible for Free and Reduced price lunch participated in the evaluated studies.

Current evidence

Corrective Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/corrective-reading-elementary) for students in grades three and five. The What Works Clearinghouse reported Potentially Positive Effects for Alphabetics and Fluency, but No Discernible Evidence for building Comprehension skills in 3rd grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_Corrective_Reading_070207.pdf) or for improving Alphabetics, Fluency, and Comprehension in 5th grade (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_corrective_reading_091410.pdf).

For more information:

https://www.mheducation.com/prek-12/program/corrective-reading-2008/MKTSP-URA04M0.html?page=1&sortby=title&order=asc&bu=seg

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., … Institute of Education Sciences (ED), W., DC. (2007). National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013. National Center for Education Evaluation and Regional Assistance. Retrieved from eric. (National Center for Education Evaluation and Regional Assistance).

https://www.evidenceforessa.org/programs/reading/corrective-reading-elementary

Skill
Multiple
Program
Corrective Reading
Intervention Type
Whole Class (Curriculum)
Technology-based Instruction Assistance
WWC
Year: WWC
2018
Rating: WWC
+3
# of Studies
2
Grade
2
3
4
5
6
7
8
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
2
Time: Span
1 year

Achieve 3000

Program description

Achieve3000® is a supplemental online literacy program designed for use by students in elementary school through high school grades. Through leveled, non-fiction content tailored to individual student ability levels Achieve3000® focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. The program provides content for students across a range of ability levels, including typically developing readers, struggling readers, and English language learners. Content is adapted to an individual student’s skill level following an initial ability assessment, and is updated according to subsequent progress monitoring assessments. Lessons follow a routine of 5 steps: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. The online dashboard provides usage and progress monitoring data to teachers to track student progress with building the targeted skills. 

Student population

Achieve3000® has been examined in grades 2-9 among rural, suburban, and urban settings. Student demographics include general education learners, students with disabilities, White, Black, 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

Achieve3000® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-elementary) for students in grades 3-6, and Strong Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-secondary) for students in Middle and High School grades. The What Works Clearinghouse reported No Discernible Evidence (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf) for building Reading Fluency Skills in 2nd and 3rd grades and Potentially Positive Effects (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_alachieve_022718.pdf) for general literacy and reading comprehension skills in grades 2-8. 

For more information

https://www.achieve3000.com

Tracey, D. H., Young, J. W. (2004). Evaluation of KidBiz3000: Bayonne Study Final Report. Lakewood, NJ: www.achieve3000.com.

https://ies.ed.gov/ncee/wwc/InterventionReport/691

Skill
Literacy Achievement
Program
Achieve 3000
Intervention Type
Whole Class (Curriculum)
Technology-based Instruction Assistance
WWC
Year: WWC
2019
Rating: WWC
+6
# of Studies
2
Population
Adolescent Literacy
Grade
2
3
4
5
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
2
Time: Span
1 year

Achieve 3000

Program description

Achieve3000® is a supplemental online literacy program designed for use by students in elementary school through high school grades. Through leveled, non-fiction content tailored to individual student ability levels Achieve3000® focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. The program provides content for students across a range of ability levels, including typically developing readers, struggling readers, and English language learners. Content is adapted to an individual student’s skill level following an initial ability assessment, and is updated according to subsequent progress monitoring assessments. Lessons follow a routine of 5 steps: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. The online dashboard provides usage and progress monitoring data to teachers to track student progress with building the targeted skills. 

Student population

Achieve3000® has been examined in grades 2-9 among rural, suburban, and urban settings. Student demographics include general education learners, students with disabilities, White, Black, 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

Achieve3000® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-elementary) for students in grades 3-6, and Strong Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-secondary) for students in Middle and High School grades. The What Works Clearinghouse reported No Discernible Evidence (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf) for building Reading Fluency Skills in 2nd and 3rd grades and Potentially Positive Effects (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_alachieve_022718.pdf) for general literacy and reading comprehension skills in grades 2-8. 

For more information

https://www.achieve3000.com

Tracey, D. H., Young, J. W. (2004). Evaluation of KidBiz3000: Bayonne Study Final Report. Lakewood, NJ: www.achieve3000.com.

https://ies.ed.gov/ncee/wwc/InterventionReport/691

Skill
Comprehension
Program
Achieve 3000
Intervention Type
Whole Class (Curriculum)
Technology-based Instruction Assistance
WWC
ESSA
Rating: WWC (NDE)
No Discernable Evidence
Year: WWC
2018
Rating: WWC
+2
Average Effect Size: WWC
+.75
Rating: ESSA
Strong ★★★
Year: ESSA
2021
Average Effect Size: ESSA
+.50
# of Studies
1
Population
Beginning Readers
Grade
2
3
4
5
Race / Ethnicity
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
2
Time: Span
1 year

Achieve 3000

Program description

Achieve3000® is a supplemental online literacy program designed for use by students in elementary school through high school grades. Through leveled, non-fiction content tailored to individual student ability levels Achieve3000® focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. The program provides content for students across a range of ability levels, including typically developing readers, struggling readers, and English language learners. Content is adapted to an individual student’s skill level following an initial ability assessment, and is updated according to subsequent progress monitoring assessments. Lessons follow a routine of 5 steps: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. The online dashboard provides usage and progress monitoring data to teachers to track student progress with building the targeted skills. 

Student population

Achieve3000® has been examined in grades 2-9 among rural, suburban, and urban settings. Student demographics include general education learners, students with disabilities, White, Black, 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

Achieve3000® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-elementary) for students in grades 3-6, and Strong Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-secondary) for students in Middle and High School grades. The What Works Clearinghouse reported No Discernible Evidence (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf) for building Reading Fluency Skills in 2nd and 3rd grades and Potentially Positive Effects (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_alachieve_022718.pdf) for general literacy and reading comprehension skills in grades 2-8. 

For more information

https://www.achieve3000.com

Tracey, D. H., Young, J. W. (2004). Evaluation of KidBiz3000: Bayonne Study Final Report. Lakewood, NJ: www.achieve3000.com.

https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf

Skill
Reading Fluency
Program
Achieve 3000
Intervention Type
Whole Class (Curriculum)
Technology-based Instruction Assistance
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2021
Average Effect Size: ESSA
0.29
# of Studies
1
Population
All Ability Levels
Grade
6
9
Race / Ethnicity
Hispanic
White
Time: Minutes per Day
45
Time: Days per Week
2
Time: Span
1 year

Achieve 3000

Program description

Achieve3000® is a supplemental online literacy program designed for use by students in elementary school through high school grades. Through leveled, non-fiction content tailored to individual student ability levels Achieve3000® focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. The program provides content for students across a range of ability levels, including typically developing readers, struggling readers, and English language learners. Content is adapted to an individual student’s skill level following an initial ability assessment, and is updated according to subsequent progress monitoring assessments. Lessons follow a routine of 5 steps: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. The online dashboard provides usage and progress monitoring data to teachers to track student progress with building the targeted skills. 

Student population

Achieve3000® has been examined in grades 2-9 among rural, suburban, and urban settings. Student demographics include general education learners, students with disabilities, White, Black, 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

Achieve3000® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-elementary) for students in grades 3-6, and Strong Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-secondary) for students in Middle and High School grades. The What Works Clearinghouse reported No Discernible Evidence (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf) for building Reading Fluency Skills in 2nd and 3rd grades and Potentially Positive Effects (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_alachieve_022718.pdf) for general literacy and reading comprehension skills in grades 2-8. 

For more information

https://www.achieve3000.com

Tracey, D. H., Young, J. W. (2004). Evaluation of KidBiz3000: Bayonne Study Final Report. Lakewood, NJ: www.achieve3000.com.

https://www.evidenceforessa.org/programs/reading/achieve3000-secondary

Skill
Multiple
Program
Achieve 3000
Intervention Type
Whole Class (Curriculum)
Technology-based Instruction Assistance
ESSA
Rating: ESSA
Promising ★☆☆
Year: ESSA
2021
Average Effect Size: ESSA
0
# of Studies
3
Population
All Ability Levels
Grade
2
3
4
5
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
2
Time: Span
1 year

Achieve 3000

Program description

Achieve3000® is a supplemental online literacy program designed for use by students in elementary school through high school grades. Through leveled, non-fiction content tailored to individual student ability levels Achieve3000® focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. The program provides content for students across a range of ability levels, including typically developing readers, struggling readers, and English language learners. Content is adapted to an individual student’s skill level following an initial ability assessment, and is updated according to subsequent progress monitoring assessments. Lessons follow a routine of 5 steps: (1) respond to a Before Reading Poll, (2) read an article, (3) answer activity questions, (4) respond to an After Reading Poll, and (5) answer a Thought Question. The online dashboard provides usage and progress monitoring data to teachers to track student progress with building the targeted skills. 

Student population

Achieve3000® has been examined in grades 2-9 among rural, suburban, and urban settings. Student demographics include general education learners, students with disabilities, White, Black, 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

Achieve3000® has been rated as Promising by Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-elementary) for students in grades 3-6, and Strong Evidence for ESSA (https://www.evidenceforessa.org/programs/reading/achieve3000-secondary) for students in Middle and High School grades. The What Works Clearinghouse reported No Discernible Evidence (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_brachieve_022718.pdf) for building Reading Fluency Skills in 2nd and 3rd grades and Potentially Positive Effects (https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_alachieve_022718.pdf) for general literacy and reading comprehension skills in grades 2-8. 

For more information

https://www.achieve3000.com

Tracey, D. H., Young, J. W. (2004). Evaluation of KidBiz3000: Bayonne Study Final Report. Lakewood, NJ: www.achieve3000.com.

https://www.evidenceforessa.org/programs/reading/achieve3000-elementary

Skill
Multiple
Program
Achieve 3000
Subscribe to