Xtreme Reading

Program Description

Xtreme Reading is a program based on the University of Kansas Strategic Instruction Model. It aims to help struggling adolescent readers by providing step-by-step strategies focusing on word identification, vocabulary development, self-questioning, visual imagery, paraphrasing, and inference. This program is recommended for students in fourth grade or higher who are at least two grade levels behind.

Student population

Xtreme Reading was examined with 8462 students from urban and rural communities in the United States. Populations studied include African American, Hispanic, White, English learners, Special Education and 52% were eligible for Free and Reduced Price Meal.

Current evidence

Xtreme Reading has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/sim-xtreme-reading-struggling-readers/) for students. One study in Portland, OR found positive outcomes in comparison to control schools in both middle and high schools. The program demonstrated an average effect size of +0.09.

For more information:

KU Center for Research and Learning (The University of Kansas)

Website: https://kucrl.ku.edu/

Cantrell, S., Almasi, J. F., Carter, J. C., Rintamaa, M., & Madden, A. (2010). The Impact of a Strategy-Based Intervention o the Comprehension and Strategy Use of Struggling Adolescent Readers. Journal of Educational Psychology, 102(2), 257-280.

Faddis, B. J., Beam, M., Maxim, L., Gandhi, E. V., Hahn, K., Hale, R. (2011). Portland public schools’ striving readers program: Year 5 evaluation report. Retrieved from https:///www2ed.gov/programs/strivingreaders/perfromance.html

Spelling Mastery

Program Description

Spelling Mastery is a structured spelling program created for students in grades 1 through 6. It teaches spelling through a direct and systematic approach, combining phonemic awareness, morphemic patterns (word parts), and visual memory techniques. The program is designed to build spelling skills gradually, using scripted lessons, daily practice, and consistent progress monitoring to support mastery over time.

Student Population

Research on Spelling Mastery has focused on students with learning disabilities in early elementary grades. One key study included 70 students in grades 2 through 4 from three different school settings, including a summer program. The group was diverse with African American, White, and included a higher percentage of male students. These learners were identified as having special education needs.

Current Evidence

According to the What Works Clearinghouse, Spelling Mastery has shown potentially positive effects on writing outcomes for students with learning disabilities (https://ies.ed.gov/ncee/WWC/InterventionReport/579). The reviewed studies met the WWC’s standards without reservations. On average, students using Spelling Mastery outperformed their peers by 15 to 42 percentile points, with a mean improvement index of +30.

For more information:

Website: https://ies.ed.gov/ncee/WWC/InterventionReport/579

PDF Report: https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_spelling_mastery_100716.pdf

Reference

What Works Clearinghouse. (2014). WWC Intervention Report: Spelling Mastery. U.S. Department of Education, Institute of Education Sciences.

Darch,  C., Eaves, R. C., Crowe, D. A., Simmons, K., & Conniff, A. (2006). Teaching spelling to students with learning disabilities: A comparison of rule-based strategies versus traditional instruction. Journal of Direct Instruction, 6(1), 1–16.

Darch,  C., & Simpson, R. G. (1990). Effectiveness of visual imagery versus rule-based strategies in teaching spelling to learning disabled students. Research in Rural Education, 7(1), 61–70.