Program Description

Sound Partners is a research-based tutoring program that provides individual instruction in early reading skills. Sound Partners benefits students in grades K–2 who are learning to read and provides intervention for students in grades 2–3.

Cost

Contact a member of the sales team for pricing

Intended Population

• Any

Grade

• Elementary School

Intended Group Size

• Small group

ELL/DLL

• Partial

Multisensory Applications

• No

Computer-Based Delivery

• None

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The WWC report on Sound Partners found the program to have positive effects on alphabetics, fluency, and comprehension and no discernable effects on general reading achievement on beginning readers. A review of the literature supports the conclusion made by the What Works Clearinghouse.

Study Citations

Mooney, P. (2003). An investigation of the effects of a comprehensive reading intervention on the beginning reading skills of first graders at risk for emotional and behavioral disorders. (Unpublished doctoral dissertation). University of Nebraska-Lincoln, Lincoln, NE.

Vadasy, P. F., Jenkins, J. R., Lawrence, R. A., Wayne, S. K., & O'Connor, R. E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning beginning. Learning Disability Quarterly, 20(2), 123-139. doi: 10.2307/1511219

Vadasy, P. F. & Sanders, E. A. (2008) Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929-963. doi: 10.1007%2Fs11145-008-9119-9

Vadasy, P. F. & Sanders, E. A. (2010). Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. Journal of Educational Psychology, 102(4), 786-803. doi: 10.1037/a0019639

Vadasy, P. F., Sanders, E. A., Peyton, J. A. (2005). Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: How text matters. Journal of Learning Disabilities, 38(4), 364-380. doi 10.1177/00222194050380041401

Vadasy, P. F., & Sanders, E. A. (2011). Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled First Graders: How Language Minority Status and Pretest Characteristics Moderate Treatment Response. Scientific Studies of Reading, 15(6), 471–497. http://doi.org/10.1080/10888438.2010.501091

What Works Clearinghouse (WWC) Report

• Mixed effects

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Evidence-based practice