Intervention Type
Whole Class (Curriculum)
WWC
Year: WWC
2014
Rating: WWC
+12
# of Studies
2
Population
All Ability Levels
Grade
2
3
Time: Minutes per Day
90-120

Open Court Reading

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/347

Skill
Reading Achievement
Program
Open Court Reading
Intervention Type
Whole Class (Curriculum)
WWC
Year: WWC
2014
Rating: WWC
+10
# of Studies
2
Population
All Ability Levels
Grade
1
2
3
Time: Minutes per Day
90-120

Open Court Reading

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/347

Skill
Comprehension
Program
Open Court Reading
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+22
# of Studies
1
Population
Early Childhood Education
Grade
PK
Race / Ethnicity
Black
Time: Minutes per Day
30
Time: Days per Week
5
Time: Span
8 weeks

Headsprout Early Reading

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/211

Intervention
🖳
Skill
Print Knowledge
Program
Headsprout Early Reading
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+22
# of Studies
1
Population
Early Childhood Education
Grade
PK
Race / Ethnicity
Black
Time: Minutes per Day
30
Time: Days per Week
5
Time: Span
8 weeks

Headsprout Early Reading

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/211

Intervention
🖳
Skill
Oral Language
Program
Headsprout Early Reading
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+15
# of Studies
4
Population
Beginning Readers
Grade
K
1
2
3
Race / Ethnicity
Asian
Black
Hispanic
White
Other
Time: Minutes per Day
20-30

Earobics

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/158

Intervention
🖳
Skill
Reading Fluency
Program
Earobics
Intervention Type
Individual
Technology-based Instruction Assistance
WWC
Year: WWC
2009
Rating: WWC
+25
# of Studies
4
Population
Beginning Readers
Grade
K
1
2
3
Race / Ethnicity
Asian
Black
Hispanic
White
Other
Time: Minutes per Day
20-30

Earobics

Current evidence

https://ies.ed.gov/ncee/wwc/InterventionReport/158

Intervention
🖳
Skill
Alphabetics
Program
Earobics
Intervention Type
1-1 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+19
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

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

Skill
Reading Fluency
Program
Sound Partners
Intervention Type
1-1 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+21
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

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

Skill
Comprehension
Program
Sound Partners
Intervention Type
1-2 Tutoring
WWC
Year: WWC
2010
Rating: WWC
+21
# of Studies
7
Population
Struggling Readers
Beginning Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4

Sound Partners

Current evidence

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

Skill
Alphabetics
Program
Sound Partners
Intervention Type
1-1 Tutoring
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2023
Average Effect Size: ESSA
+0.58
# of Studies
4
Population
Struggling Readers
Grade
K
1
Race / Ethnicity
Asian
Black
Hispanic
White
Time: Minutes per Day
30
Time: Days per Week
4
Time: Span
18-20 weeks

Sound Partners

Current evidence

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

Skill
Multiple
Program
Sound Partners
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