Program Description

"Read Well® is a comprehensive research-based K–3 reading and language arts solution that helps students build the critical skills needed to be successful readers and learners. Through a flexible approach of whole-class instruction, differentiated small-group instruction, and individual student practice, teachers can meet students at their skill levels and adapt instruction accordingly."

Cost

Packages and program component costs vary by grade level

Intended Population

• Intervention
• Intensified intervention

Grade

• Pre-K
• Elementary School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Unspecified

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Research conducted by the publisher indicated a significant increase in percentage of students in a district at or above the basic achievement level on the Florida Comprehensive Assessment Test after receiving the Read Well intervention for one whole year. An ESSA approved study involving a randomized controlled trial also indicated a significant and positive difference in vocabulary and phonemic awareness gains when Read Well was compared against a different program. Additional literature review revealed only one study that reported inconclusive results on the effectiveness of Read Well. Due to the results and methodologies used by these studies, there is insufficient evidence to support this program at this time. Publisher research indiciated significant positive effects, but more research is needed.

Study Citations

Frasco, R. D. (2008). Effectiveness of Reading First for English language Learners: Comparison of two programs (Doctoral dissertation, Walden University, 2008). Dissertation Abstracts International, 69(03A), 141‐879.

Jones, C. (2020). A study to determine if Read Well® is effective with students identified with behavior challenges (Doctoral dissertation, City University of Seattle).

What Works Clearinghouse (WWC) Report

• No discernible effects
• Potentially positive effects

Evidence Base (ESSA)

• Qualifying studies found no significant positive outcomes

Evidence-Based Practice (EBP)

• Insufficient evidence