Accelerated Reader^™ is a guided reading intervention used to supplement regular reading instruction in K–12 classrooms. Its aim is to improve students’ reading skills through reading practice and quizzes on the books students read. The Accelerated Reader^™ program calls for students to select and read a book and then take a computerized quiz based on the book’s content and vocabulary. The computer software then provides teachers with information on the students’ performance on the quiz, which allows teachers to monitor student progress and identify students who may need more reading assistance. 

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/accel_read/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 42-43)  http://www.bestevidence.org/word/upper_elem_read_Jun_23_2009.pdf

Condensed Report: http://www.bestevidence.org/overviews/A/acc.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/AcceleratedReader.pdf

ClassWide Peer Tutoring (CWPT) is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns tutoring each other to reinforce concepts and skills initially taught by the teacher. The teacher creates age-appropriate peer teaching materials for the peer tutors; these materials take into account tutees' language skills and disabilities. Although CWPT can be used in subject areas other than reading, this report focuses on CWPT for beginning reading for elementary school grade levels, which emphasizes reading fluency and comprehension skills.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/cwpt/

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 32) http://www.bestevidence.org/word/begin_read_Jun_23_2009.pdf

Condensed Report: http://www.bestevidence.org/reading/begin_read/limited.htm

Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grades 4–12 who are reading below their grade level. The program includes four sequential levels that address students’ decoding skills and six sequential levels that address students’ comprehension skills. All lessons in the program are sequenced and scripted. Corrective Reading can be implemented in small groups of four to five students or in a whole-class format. Corrective Reading is intended to be taught in 45-minute lessons four to five times a week.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/corrective_reading/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 57-58)  http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Condensed Report: http://www.bestevidence.org/overviews/D/direct.pdf   

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/Corrective_Reading.pdf

Link to the National Center on Response to Intervention (NCRTI):
http://www.rti4success.org/instructionTools

Earobics^® is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. The program builds children’s skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes within words, adjusting to each student’s ability level.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/earobics/index.asp

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/EarobicsReport.pdf

Fast ForWord^® is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components.The first component, the Fast ForWord^® Language and Literacy series, aims to build cognitive skills such as memory, attention, processing, and sequencing, as well as language and reading skills, including listening accuracy, phonological awareness, and knowledge of language structures. The second component, the Fast ForWord^® to Readingseries (also known as the Fast ForWord^® Reading series), aims to increase processing efficiency and further improve reading skills such as sound-letter associations, phonological awareness, word recognition, knowledge of English language conventions, vocabulary, and comprehension.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/fastfw/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 93-95) http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Condensed Report: http://www.bestevidence.org/overviews/F/FastForWord.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/FastForWordLanguage.pdf

National Center for Response to Intervention (NCRTI):
http://www.rti4success.org/instructionTools

Fundations^® is a prevention and early-intervention program designed to help reduce reading and spelling failure. The program is aimed at students in grades K–3 and involves daily 30-minute lessons which focus on carefully-sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, and vocabulary development.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/fundations/index.asp

Link to Florida Center for Reading Research (FCRR):  http://www.fcrr.org/FCRRReports/PDF/FundationsMW.pd

Ladders to Literacy is a supplemental early literacy curriculum composed of more than 70 activities designed to develop children’s print/book awareness, metalinguistic awareness, and oral language skills. The curriculum, published in the book Ladders to Literacy: A Preschool Activity Book, Second Edition, can be used in a variety of early childhood settings and provides guidance on how teachers can adapt the activities for children with special needs.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/early_ed/ladders/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report : (Can be found on pages 39 - 40) http://www.bestevidence.org/reading/begin_read/limited.htm

Condensed Report: http://www.bestevidence.org/overviews/L/Ladders-to-Literacy.pdf

Chart Report: http://www.bestevidence.org/reading/begin_read/limited.htm

The Lindamood Phoneme Sequencing^® (LiPS^®) program (formerly called the Auditory Discrimination in Depth^® [ADD] program) is designed to teach students the skills they need to decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds with their mouths, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/lips/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 71) http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/LIPS.pdf

Open Court Reading^© is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/open_court/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page11-12) http://www.bestevidence.org/word/begin_read_Feb_09_2009.pdf

Condensed Report: http://www.bestevidence.org/overviews/O/OpenCourt.pdf

Project Read^® is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. Project Read^® has three strands: Phonics/Linguistics, Reading Comprehension, and Written Expression, which are integrated at all grade levels, though the emphasis of the specific strands differs by grade.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/project_read/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 83-84) http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Condensed Report: http://www.bestevidence.org/reading/strug/limited.htm

READ 180 is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of READ 180 is to address gaps in students’ skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student’s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/read180/

Link to the Best Evidence Encyclopedia (BEE): http://www.bestevidence.org/overviews/R/Read180.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/Read180final.pdf

Read Well^® is a reading curriculum for kindergarten and first-grade students whose goal is to increase students’ literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Students are given opportunities to discuss the vocabulary concepts that are presented in each story. The program is based on the tenets of scaffolded instruction, in which teachers begin by presenting models and gradually decreasing their support by providing guided practice before students are asked to complete the skill or strategy independently.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/english_lang/read_well/

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 3) http://www.bestevidence.org/word/ell_read_Feb_02_2009_sum.pdf

Condensed Report: http://www.bestevidence.org/overviews/T/ReadWell.pdf

Chart Report: http://www.bestevidence.org/reading/ell/top.htm

Reading Recovery^® is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of Reading Recovery^® are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery^®supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/reading_recovery/

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 19-29)  http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Condensed Report: http://www.bestevidence.org/overviews/R/ReadingRecovery.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/Reading_Recovery.pdf

Link to the National Center on Response to Intervention (NCRTI):
http://www.rti4success.org/instructionTools

Sound Partners (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K–3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound correspondences, phoneme blending, decoding and encoding phonetically regular words, and reading irregular high-frequency words, with oral reading to practice applying phonics skills in text. Based on seven studies, the WWC considers the extent of evidence for Sound Partners on beginning readers to be medium to large for alphabetics, fluency, and comprehension and small for general reading achievement.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/sound_partners/index.asp

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 44-47) http://www.bestevidence.org/word/strug_read_Jun_02_2010.pdf

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/Sound%20Partners%20Final.pdf

Link to the National Center on Response to Intervention (NCRTI):
http://www.rti4success.org/instructionTools

Success for All (SFA)^® is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates.

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/beginning_reading/success_for_all/

Link to the Best Evidence Encyclopedia (BEE): http://www.bestevidence.org/reading/begin_read/top.htm

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/SuccessAll.pdf

Link to What Works Clearinghouse (IES): http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/voyager/

Link to the Best Evidence Encyclopedia (BEE):

Full Report: (Can be found on Page 297-298 ) http://www.bestevidence.org/word/mhs_read_Jul_2008_RRQ.pdf

Condensed Report: http://www.bestevidence.org/overviews/V/Voyager.pdf

Chart Report: http://www.bestevidence.org/reading/strug/limited.htm

Link to Florida Center for Reading Research (FCRR): http://www.fcrr.org/FCRRReports/PDF/VPassport.pdf