Program Description

"Supporting an MTSS approach, Read 180 integrates research around personalized best practices, adaptive technology, instructional strategies based on the science of reading, and scaffolded support for reading independently. Students receive systematic, explicit instruction and practice of foundational literacy skills to develop their fluency, expand vocabulary and strengthen comprehension skills to become proficient, skillful readers."

Cost

Program component prices vary.

Intended Population

• Any

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Yes

Delivery Method

• Hybrid / blended delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Unspecified

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The WWC report on READ 180 found the program to have positive effects on comprehension and general literacy achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for adolescent readers. The peer reviewed studies reviewed by NeMTSS indicated a mix of positive and some neutral effects of the READ 180 program on reading performance.

Study Citations

Gober, C. (2014). READ 180: Is it an effective reading intervention for English Language Learners? [Doctoral dissertation, Lindenwood University]. https://digitalcommons.lindenwood.edu/cgi/viewcontent.cgi?article=1396&context=dissertations

Haines, M. L., Husk, K. L., Baca, L. Wilcox, B. & Morrison, T. G. (2018). Longitudinal effects of reading intervention on below grade level, preadolescent, Title I students. Reading spcyhology, 39, 690-710. http://doi.org/10.1080/02702711.2018.1515135

Kim, J. S., Capotosto, L., Hartry, A., & Fitzgerald, R. (2011). Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program? Results From a Randomized Controlled Trial of READ 180 Enterprise. Educational Evaluation and Policy Analysis, 33(2), 183–201. https://doi.org/10.3102/0162373711399148

Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing: An Interdisciplinary Journal, 23(1), 1109–1129. (WWC)

Sprague, K., Zaller, C., Kite, A., & Hussar, K. (2012). Springfield-Chicopee School District Striving Readers (SR) Program: Final report years 1–5: Evaluation of implementation and impact. Providence, RI: Brown University: The Education Alliance.

Swanlund, A., Dahlke, K., Tucker, N., Kleidon, B., Kregor, J., Davidson-Gibbs, D., & Hallberg, K. (2012). Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools). Naperville, IL: American Institutes for Research.

Vaden-Kiernan, M., Hughes Jones, D., & Rudo, Z. (2008). The National Partnership for Quality Afterschool Learning randomized controlled trial studies of promising afterschool programs: Summary of findings. Austin, TX: SEDL Afterschool Research Consortium. http://files.eric.ed.gov/fulltext/ED513822.pdf.

Zhu, J., Loadman, W. E., Lomax, R. G., Moore, R. (2010). Evaluating intervention effects of scholastic READ 180 on low-achieving incarcerated youth. Society for Research on Educational Effectiveness.

What Works Clearinghouse (WWC) Report

• Potentially positive effects

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Promising practice