Program Description

"Reading Plus is an adaptive reading intervention that integrates comprehension, vocabulary, motivation, and reading efficiency into one program. Reading Plus supports educators by providing differentiated literacy instruction for all students, grades 3-12. The research-based, dynamically adjusting program gives educators a 360-degree view of each student and provides the personalized instruction and silent reading practice students need to become independent readers."

Cost

Must contact sales representative for pricing

Intended Population

• Core
• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Any

ELL/DLL

• Partial

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Literature review revealed generally positive effects associated with the program. While most of the research was published by the Reading Plus publisher, peer-reviewed research articles also reported positive reading outcomes for children using Reading Plus. However, there was mixed evidence regarding the efficacy of the program for English Language Learners and children in special education.

Study Citations

Marrs, H., & Patrick, C. (2002). A return to eye-movement training? An evaluation of the Reading Plus program. Reading Psychology, 23(4), 297–322. https://doi.org/10.1080/713775286

Shelley-Tremblay J, Eyer J. Effect of the Reading Plus Program on Reading Skills in Second Graders J Behav Optom 2009;20:59-66

Spichtig, A.N., Gehsmann, K.M., Pascoe, J.P., & Ferrara, J.D. (2019) The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5. The Elementary School Journal 119 (3). 443-467. https://doi.org/10.1086/701705"

Rasinski, T., Samuels, S. J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting. Reading psychology, 32(1), 75–97. https://doi.org/10.1080/02702710903346873

Reutzel, D. R., Petscher, Y., Spichtig, A. N. (2012). Exploring a guided, silent reading intervention: Effects on struggling third-grade readers' achievement. Journal of Educational Research, 105(6), 404–41

What Works Clearinghouse (WWC) Report

• Potentially positive effects

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://www.edsurge.com/product-reviews/reading-plus