Program Description

"The REWARDS family is a powerful research-validated, short-term, and specialized program for adolescent students in grades 4–12 who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, systemic, teacher-led instruction, this intervention gives students new skills to unlock grade-level, content-area text."

Cost

Both Rewards Intermediate and Secondary programs offer teacher packages for $140, as well as student book sets (set of 10) for $145. Additional program components are available for purchase.

Intended Population

• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Small group
• Classroom

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

• Unspecified

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A review revealed one study that reported moderate to statistically significant effects on sight word reading fluency and small effects on phonemic decoding fluency. Both studies reported that time significantly affected student performance. However, the publisher's research, that has not been peer-reviewed, indicates significant positive outcomes.

Study Citations

Shippen, M. E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two direct instruction reading programs for urban middle school students. Remedial and Special Education, 26(3), 175–182. https://doi.org/10.1177/07419325050260030501

Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2011). Efficacy of a reading intervention for middle school students with learning disabilities. Exceptional Children, 78(1), 73–87. https://doi.org/10.1177/001440291107800105

Evidence Base (ESSA)

• Qualifying studies found no significant positive outcomes

Evidence-Based Practice (EBP)

• Promising practice