[IEP_guide] What Works Clearinghouse Releases Reports for Reading program

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What Works Clearinghouse Releases Reports for

Reading program

Education Sciences, announces the release of the following new

reports:

Beginning Reading:

ClassWide Peer Tutoring is a peer-assisted instructional strategy

designed to be integrated with most existing reading curricula. The

WWC review found the program to have potentially positive effects on

general reading achievement.

ative Integrated Reading and Composition® (CIRC) is a

comprehensive reading and writing program for students in grades two

through eight. The WWC review found the program to have no

discernible effects on comprehension.

Corrective Reading is a program designed to promote reading accuracy

(decoding), fluency, and comprehension skills of students in third

grade or higher who are reading below their grade level. The WWC

review found the program to have potentially positive effects on

alphabetics and fluency and no discernible effects on comprehension.

Failure Free Reading is a language development program designed to

improve vocabulary, fluency, word recognition, and reading

comprehension for kindergarten through grade 12 students who score in

the bottom 15% on standardized tests and who have not responded to

conventional beginning reading instruction. The WWC review found the

program to have no discernible effects on alphabetics and fluency and

potentially positive effects on comprehension.

Fast ForWord® is a family of computer-based products designed to help

students develop and strengthen the cognitive skills necessary for

successful reading and learning. The WWC review found the program to

have positive effects on alphabetics and mixed effects on

comprehension.

Fluency Formula™ is a supplemental curriculum designed to promote

reading fluency for first- through sixth-grade students. The WWC

review found the curriculum to have potentially positive effects on

fluency and potentially negative effects on comprehension.

Kaplan SpellRead is a literacy program for struggling readers in

grades two or above, including special education students, English

language learners, and student more than two years below grade level

in reading. The WWC review found the program to have positive effects

on alphabetics and potentially positive effects on fluency and

comprehension.

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program,

typically implemented three times a week for 30 to 35 minutes, in

which students partner with peers, alternating the role of tutor

while reading aloud, listening, and providing feedback in various

structured activities. The WWC review found the program to have

potentially positive effects on alphabetics, fluency, and

comprehension.

Read Naturally is designed to improve reading fluency using a

combination of books, audiotapes, and computer software. The WWC

review found the program to have no discernible effects on fluency

and reading comprehension.

Start Making a Reader Today® (SMART®) is a volunteer tutoring program

widely implemented in Oregon for students in grades K-2 who are at

risk of reading failure. The WWC review found the program to have

potentially positive effects on alphabetics, fluency, and

comprehension.

Stepping Stones to Literacy is a supplemental curriculum for

kindergarten and older preschool students who are underachieving

readers, designed to promote listening, print conventions,

phonological awareness, and serial processing/rapid naming. The WWC

review found the curriculum to have positive effects on alphabetics.

Waterford Early Reading Program™ is a software-based curriculum for

students in kindergarten through second grade. The WWC review found

the program to have potentially positive effects on alphabetics and

no discernible effects on comprehension.

Reading System® is a supplemental reading and writing

curriculum designed to promote reading accuracy (decoding) and

spelling (encoding) skills for students with word-level deficits. The

WWC review found the program to have potentially positive effects on

alphabetics and no discernible effects on fluency and comprehension.

To view these reports, visit the WWC's Beginning Reading web page