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.

Read Well

Program Description

Read Well is a literacy program developed for kindergarten and first-grade students, focusing on the foundational elements of reading. It delivers structured instruction in phonemic awareness, phonics, vocabulary development, fluency, and comprehension. The program uses interactive stories and discussion-based vocabulary lessons to engage students and promote language growth. Its flexible design allows for differentiated instruction to support a range of learner needs.

Student Population

The effects of Read Well was evaluated on a group of 34 first-grade English language learners in a rural elementary school in eastern Colorado with the majority being African American and white students. English language learners constituted 61% of the school population and 80% qualifying for free and reduced-price lunch. These students attended schools with high populations of low-income families and were randomly assigned to either the Read Well group or a comparison group using a different reading curriculum. The study focused on how the program supports early reading development among students acquiring English as a second language.

Current Evidence

The What Works Clearinghouse (WWC) reviewed research on Read Well and found potentially positive effects on students' alphabetics and fluency (https://ies.ed.gov/ncee/wwc/InterventionReport/411). These findings come from a study that met WWC’s evidence standards with reservations, indicating some limitations in study design but promising outcomes in early reading skills. An average effect size of +0.21 was found in English lanaguage development.

For more information:

Website: https://ies.ed.gov/ncee/wwc/InterventionReport/411

https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/wwc_readwell_060810.pdf

Reference

What Works Clearinghouse. (2010). WWC Intervention Report: Read Well. U.S. Department of Education, Institute of Education Sciences.

Frasco, R. D. (2008). Effectiveness of Reading First for English language learners: Comparison of two programs (Doctoral dissertation, Walden University, 2008). Dissertation Abstracts International, 69(03A), 141–879.

Reading Plus

Program Description

Reading Plus is a web-based literacy program designed for students in grades 3 through 12. It aims to enhance reading comprehension, vocabulary, efficiency, and motivation by combining personalized practice with adaptive instruction. The program offers students choices and control over their learning experience, fostering the development of critical reading skills necessary for understanding complex texts. 

Student population

Reading Plus was evaluated in a randomized study involving 426 4th and 5th grade students across six elementary schools in an urban district in the northeastern United States. The study included White students and those eligible for Free and Reduced-Price Meals, indicating varied socioeconomic backgrounds. 

Current evidence

Reading Plus has received a "Strong" rating from Evidence for ESSA(https://www.evidenceforessa.org/program/reading-plus/). The study found that students using Reading Plus demonstrated significantly greater improvements in reading proficiency compared to control students who received other forms of targeted reading instruction. Specifically, the program achieved an average effect size of +0.11, as measured by the Group Reading Assessment Diagnostic Evaluation (GRADE).

For more information:

Website: https://www.readingplus.com/

Spichtig, A. N., Gehsmann, K. M., Pascoe, J. P., & Ferrara, J. D. (2019). The impact of adaptive, web-based, scaffolded silent reading instruction on the reading achievement of students in Grades 4 and 5. The Elementary School Journal, 119(3), 443-467.

Reading Plus

Program Description

Reading Plus is a web-based literacy program designed for students in grades 3 through 12. It aims to enhance reading comprehension, vocabulary, efficiency, and motivation by combining personalized practice with adaptive instruction. The program offers students choices and control over their learning experience, fostering the development of critical reading skills necessary for understanding complex texts. 

Student population

Reading Plus was evaluated in a randomized study involving 426 4th and 5th grade students across six elementary schools in an urban district in the northeastern United States. The study included White students and those eligible for Free and Reduced-Price Meals, indicating varied socioeconomic backgrounds. 

Current evidence

Reading Plus has received a "Strong" rating from Evidence for ESSA(https://www.evidenceforessa.org/program/reading-plus/). The study found that students using Reading Plus demonstrated significantly greater improvements in reading proficiency compared to control students who received other forms of targeted reading instruction. Specifically, the program achieved an average effect size of +0.11, as measured by the Group Reading Assessment Diagnostic Evaluation (GRADE).

For more information:

Website: https://www.readingplus.com/

Spichtig, A. N., Gehsmann, K. M., Pascoe, J. P., & Ferrara, J. D. (2019). The impact of adaptive, web-based, scaffolded silent reading instruction on the reading achievement of students in Grades 4 and 5. The Elementary School Journal, 119(3), 443-467.

Current evidence

https://www.evidenceforessa.org/program/passport-reading-journeys-secondary-struggling-readers/

My Reading Academy

Program Description

My Reading Academy is an adaptive game-based curriculum designed to help students build reading skills focused on phonemic awareness, phonics, vocabulary, fluency, and comprehension. My Reading Academy uses initial assessments to measure each child’s prior knowledge and creates an individual reading plan for that child. The program emphasizes phonological awareness and phonemic awareness. Each learner is presented with a sequence of problems, repetition, and in-time feedback that corresponds to their reading level.

Student Population

My Reading Academy has been studied in a sample of 1097 students in PreK-2 grade classrooms across 4 districts; two in Virginia and two in Texas. In total, there were 30 treatment classrooms and 52 comparison classrooms across the grades. The sample was 33% white, 33% African American, 29% Hispanic, 4% Asian, and 2% Other. The study was conducted in urban and suburban schools.

Current Evidence

My Reading Academy has been rated as "Moderate" by Evidence for ESSA (https://evidenceforessa.org/program/my-reading-academy/). A study found positive effects on state-administered end-of-year literacy assessments, with an average effect size of +0.04, but the impact of My Reading Academy was greater for those students who started with lower level of literacy skills and for those who used the program more.

For more information:

Age of Learning, Inc.

Phone: 818-246-2223

Email: schoolsinfo@aofl.com

Website: https://www.ageoflearning.com/

Bang, H.J. & Siebert-Evenstone, A. (2023). My Reading Academy Drives Accelerated Achievement in Kindergarten and Prekindergarten Students’ Early Literacy Skills. Age of Learning, Inc.

Elements of Reading - Comprehension Program

Program Description

Elements of Reading: Comprehension is an additional instructional program meant to complement standard textbooks, aiming to strengthen comprehension skills in intermediate-grade students. The program incorporates authentic literature to develop vocabulary, comprehension, and writing abilities through structured five-day lesson sequences. These lessons focus on repeated readings, discussions, and practice activities. To implement the program effectively, teachers attend a three-hour training workshop.

Student population

Elements of Reading: Comprehension Program has been examined in 3rd through 4th grade with 413 students. The demographic studied included African American, Hispanic, and White students, with a notable proportion eligible for Free and Reduced Price Meals, indicating varied socio-economic backgrounds. The research was taken from both rural and urban communities.

Current evidence

The Elements of Reading Program has been rated as Promising by Evidence for ESSA (https://evidenceforessa.org/program/elements-of-reading-comprehension/) for students in grades three and four. A study examining the effectiveness of Elements of Reading: Comprehension in third-grade classrooms found improved outcomes compared to control groups. Using the Gates-MacGinitie and ERDA assessments, the program demonstrated an average effect size of +0.07.

For more information:

Harcourt Achieve: Phone: 800-437-3715

Resendez, M., Sridiharan, S., & Azin, M. (2006). Harcourt Achieve’s Elements of Reading: Comprehension randomized control trial. Jackson, WY: PRES Associates.