The Reading Program Repository was established to provide a one-stop shop to support Florida Local Education Agencies (LEAs) with being good consumers of research when selecting reading programs that best meet the needs of their students. The collection of reading programs listed in this repository is based on LEA program selections through the High-Quality Reading Curriculum Grant. The Reading Program Repository will continue to expand, including only programs of interest to Florida LEAs. Each of the programs included in the repository have been reviewed by either the What Works Clearinghouse or Evidence for ESSA. You can use the filter below to pull information on specific programs. Click on a program sub-header for quick-glance information, or on the "READ MORE" link for a full program description.
Every Student Succeeds Act (ESSA) |
What Works Clearinghouse (WWC) |
|---|---|
|
ESSA defines strong, moderate, and promising evidence of effectiveness for literacy and reading interventions.
In addition to Promising, Moderate, and Strong Evidence for ESSA also provides an average effect size (e.g. + .23) or a number indicating how much of a difference a program made in student learning. For more information: https://www.evidenceforessa.org/page/frequently-asked-questions |
WWC Improvement Index The WWC examines research about literacy and reading interventions and assigns an improvement index, which can be interpreted as the expected change in percentile rank for an average control group student if the student had received the intervention. An improvement index translates an effect size into percentiles. For example, a +6 rating represents a percentile rank improvement of 6 for students receiving an intervention relative to control students who did not receive the intervention. For more information: https://ies.ed.gov/ncee/wwc/Docs/referenceresources/ |
95 Phonics
1
K–2
Phonics
White
Whole Class (Curriculum)
All Ability Levels
Achieve 3000
2
2–5
Comprehension
Asian | Black | Hispanic | White
Whole Class (Curriculum) | Technology-based Instruction Assistance
Adolescent Literacy
2
2–8
Literacy Achievement
Asian | Black | Hispanic | White
Whole Class (Curriculum) | Technology-based Instruction Assistance
1
2–5
Reading Fluency
Black | Hispanic | White
Whole Class (Curriculum) | Technology-based Instruction Assistance
Beginning Readers
3
2–5
Multiple
Asian | Black | Hispanic | White
Whole Class (Curriculum) | Technology-based Instruction Assistance
All Ability Levels
Amira
Elements of Reading
1
3–4
Black | Hispanic | White
Whole Class (Curriculum)
All Ability Levels
Fast ForWord
2
K–5
English Language Arts Achievement
Hispanic
Individual | Technology-based Instruction Assistance
English Language Learners
8
4–10
Comprehension
Asian | Black | Hispanic | White
Individual | Small Group
All Ability Levels
8
7–10
Reading Fluency
Asian | Black | Hispanic | White
Individual | Small Group | Technology-based Instruction Assistance
All Ability Levels
1
5–6
Multiple
White
Individual | Technology-based Instruction Assistance
All Ability Levels
Corrective Reading
1
5
Alphabetics
Black | White
Small Group | Print Only
Struggling Readers | Adolescent Literacy
1
5
Comprehension
Black | White
Small Group | Print Only
Struggling Readers | Adolescent Literacy
1
5
Fluency
Black | White
Small Group | Print Only
Struggling Readers | Adolescent Literacy
1
3
Alphabetics
Black | White
Small Group | Print Only
Struggling Readers | Beginning Readers
1
3
Comprehension
Black | White
Small Group | Print Only
Struggling Readers | Beginning Readers
1
3
Fluency
Black | White
Small Group | Print Only
Struggling Readers | Beginning Readers
1
3–5
Multiple
Black | White
Small Group | Print Only
Struggling Readers | Beginning Readers
Early Intervention in Reading
1
1
Alphabetics
N/A
Small Group | Print Only
Struggling Readers | Beginning Readers
