Program Description

"mCLASS® Intervention is a staff-led reading intervention that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs."

Cost

Program components can be purchased separately.

Intended Population

• Intervention

Grade

• Elementary School
• Middle School

Intended Group Size

• Small group

ELL/DLL

• Unspecified

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Yes

Research Summary

Research articles for the former Burst: Reading program showed small to no discernable effects on literacy achievement in students receiving the intervention. A literature review for the current mCLASS program found no peer-reviewed articles focusing solely on this intervention. Consequently, there is insufficient evidence to support this program's efficacy at this time.

Study Citations

Dubal, M., Harnly, A., Pavlov, M., Richards, K., Yambo, D., & Gushta, M. (2012). Effects of Burst Reading Early Literacy Intervention on Student Performance 2012 Report.

G. Camahalan, F. M., & Wyraz, A. (2015). Using Additional Literacy Time and Variety of Reading Programs. Reading Improvement, 52(1), 19–26. Retrieved from http://search.ebscohost.com.libproxy.unl.edu/login.aspx?direct=true&db=aph&AN=101674121&site=ehost-live

Pappas, S., York, A., Wang, Y., & Richards, K. Examining the efficacy of Burst: Reading Literacy Intervention 2015 Report.

Rowan, B., Hansen, B. B., White, M., Lycurgus, T., & Scott, L. J. (2019). A Summary of the BURST Reading Efficacy Trial. Institute for Social Research.

Snow, A. B., Morris, D., & Perney, J. (2018). Evaluating the effectiveness of a state-mandated benchmark reading assessment: mCLASS reading 3D (text reading and comprehension). Reading Psychology, 39(4), 303-334.

Evidence Base (ESSA)

• Qualifying studies found no significant positive outcomes

Evidence-Based Practice (EBP)

• Insufficient evidence