Program Description

Every child can learn to read—SIPPS® makes sure of it. SIPPS is a science-of-reading- and science-of-learning-aligned foundational skills program with a proven track record for young readers (K–3) and older striving readers (4–12) alike. Its explicit, systematic instruction targets the exact skills—phonological awareness, phonics, and high-frequency word recognition—that turn new and striving readers into confident, independent ones. SIPPS adapts easily to any instructional setting and can be delivered by any teacher, regardless of experience level.

Cost

Individual component and kit prices vary. Available in fifth and fourth editions. Fifth edition kits range from $1050-1450 depending on level. Fourth edition kits range from $775-1325 depending on level.

Intended Population

• Core
• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Small group

ELL/DLL

• Partial

Multisensory Applications

• Yes

Delivery Method

• Hybrid / blended delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• Yes

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Yes

Research Summary

Multiple non-peer reviewed research was found, including a field test and two quasi-experimental designs, with promising findings. One peer-reviewed study suggests potential benefits of SIPPS for ELL students (Soto, 2023). However, as the study is a single case design with weak causal evidence, more peer reviewed research is needed in order to evaluate SIPPS efficacy at this time.

Study Citations

Soto, M. (2023). SIPPS impact on English language learners reading success.�Voices of Reform: Educational Research to Inform and Reform,�6(2), 68-82.

SEG Measurement. (2022). Evaluating the effects of the SIPPS program.

Bondus, A. M. (2018). An evaluation of the use of SIPPS to improve early literacy outcomes of English language learners (Unpublished master's thesis). California State University.

Pressly, S. (2014). Differences in student reading scores using SIPPS reading program [Scholarly project].

Sheffelbine, J. (2006). Systematic instruction in phoneme awareness, phonics, and sight words. Oakland, CA: Developmental studies center.

Evidence Base (ESSA)

• Moderate

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://www.pedagogynongrata.com/sipps