Road to the Code
Overview
Focus
Specific Skills
- Phonemic awareness
- Phonics
- Phonological awareness
- Spelling
Program Length
Forty-four 15-20 minute lessons over 11 weeks
Program Description
"Developmentally sequenced, each of the lessons features three activities, Say-It-and-Move-It, Letter Name and Sound Instruction, and Phonological Awareness Practice -- that give students repeated opportunities to practice and enhance their beginning reading and spelling abilities."
Visit Program WebsiteCost
$54.95/Teacher Instruction Book
More Pricing DetailsDemographics & Delivery
Intended Population
- Intervention
Grade
- Elementary School
Intended Group Size
- Small group
ELL/DLL
- Partial
Multisensory Applications
- Yes
Computer-Based Delivery
- None
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Skill Specific
Placement Tests
- No
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- No
Error Correction Built In
- No
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Findings for Road to the Code are inconclusive. One study reported significant gains for students who received at least part of the entire program while students who received all components of the program indicated the most growth. Another study found improved reading skills in a small sample of non-Spanish speaking ELL students, However, no studies were found comparing Road to the Code with other interventions or a typical curriculum.
Study Citations
Dussling, T. M. (2018). Examining the effectiveness of a supplemental reading intervention on the early literacy skills of English language learners. Literacy Research and Instruction, 57(3), 276-284.
Schmitz, S. L. (2011). The development of phonological awareness in young children: Examining the effectiveness of a phonological awareness program (Unpublished doctoral dissertation). University of Nebraska-Lincoln.
Schmitz, S. L. & Loy, S. (2014). Road to the code: Examining the necessity and sufficiency of program components. Reading Improvement 51(4) 341-358.
Evidence Base (ESSA)
- No studies met inclusion requirements
Evidence-Based Practice (EBP)
- Insufficient evidence