QuickReads consists of a one-to-two tutoring approach for struggling elementary readers or a supplemental fluency program given to students in grades 2-5 for 15 minutes each day. Quickreads texts are leveled by grade and are designed to build vocabulary through multiple exposures to new words. The print-only format of QuickReads uses student books with graphic organizers and written comprehension questions. The technology plus print format includes these materials and uses voice recognition software to measure reading rate and accuracy. The QuickReads tutoring program focuses on repeated reading, letters and sounds, and comprehension with the tutor acting as an instructional aid who helps with word identification and activating background knowledge.
QuickReads supplemental program has been examined in an urban setting with students in 2nd-5th grades with a diverse representation of ability levels and racial, ethnic (Asian, Black, Hispanic, and White) and socio-economic characteristics. QuickReads tutorial program has been examined in urban, predominantly low socio-economic settings among Asian, Black, White, and Hispanic participants who were classified as English Language learners or struggling readers.
QuickReads has been rated as Strong by Evidence for ESSA in grades two through five for both struggling readers (https://www.evidenceforessa.org/programs/reading/quickreads-struggling-readers) and typical ability readers (https://www.evidenceforessa.org/programs/reading/quickreads-whole-class).
For more information
Trainin, G., Hayden, H. E., Wilson, K., & Erickson, J. (2016). Examining the impact of QuickReads technology and print formats on fluency, comprehension, and vocabulary development for elementary students. Journal of Research on Educational Effectiveness, 9 (1), 93-116.
Vadasy, P. F., & Sanders, E. A. (2009). Supplemental Fluency Intervention and Determinants of Reading Outcomes. Scientific Studies of Reading, 13(5), 383–425.
Vadasy, P. F., & Sanders, E. A. (2008a). Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students. Remedial and Special Education, 29(4), 235–249.
Vadasy, P. F., & Sanders, E. A. (2008). Repeated Reading Intervention: Outcomes and Interactions with Readers’ Skills and Classroom Instruction. Journal of Educational Psychology, 100(2), 272–290.