Program Description

"At every level, Reading Together interventions use best teaching practices, authentic literature, interesting non-fiction sources, close reading and extensive writing to build vocabulary, comprehension, fluency and oral language skills. Rigorously scaffolded lessons lead to synthesis and understanding, develop confidence and test-taking skills, and spark intrinsic motivation. Each program comes complete with everything needed for implementation, including teacher handbooks, student guidebooks and permanent trade book libraries. For elementary students reading below grade-level, Reading Together reinforces foundational literacy skills in a one-on-one environment. For ELL/ESOL, a safe learning space is created for practicing new language skills. For students on IEPs, interventions establish confidence and motivate participation. And for students with behavioral issues, the program delineates new expectations and encourages appropriate learning interactions. For middle and high school students, our Secondary programs encourage at-risk students to engage with complex, content-area text. Students explore careers and discuss and practice life skills such as empathy, goal setting, maintaining healthy relationships and making ethical and responsible decisions. The result: resilient students who feel confident in their reading and writing skills and motivated to plan their own futures. "

Cost

Contact publisher for pricing.

Intended Population

• Intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Individual

ELL/DLL

• Partial

Multisensory Applications

• No

Delivery Method

• Print-based delivery

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

Literature review revealed one peer-reviewed study in which tutees and tutors both had a positive effect on reading fluency and motivation (Hattie, 2006). Due to limited peer reviewed literature, there is insufficient evidence to support the efficacy of this program at this time.

Study Citations

Hattie, J. (2006). Cross-age tutoring and the reading together program. Studies in Educational Evaluation, 32, 100-124. doi:10.1016(i.stueduc.2006.04.003

Kessler, R. (2001). Reading together USA: The benefits of cross-age tutoring for the tutor (Unpublished master's thesis). SUNY College at Brockport.

What Works Clearinghouse (WWC) Report

• No studies met WWC inclusion criteria

Evidence-Based Practice (EBP)

• Insufficient evidence