Program Description

"QuickReads is a reading fluency program, based on research, that develops fluency and comprehension in students who struggle to make the leap from merely reading words to reading and comprehending meaning. QuickReads develops fluency by increasing automaticity. By repeatedly using high-frequency words and words with common phonics/syllabic patterns, students automatically recognize these "high leverage" words and begin to read at a faster rate enabling them to focus on meaning and mastering content-area vocabulary."

Cost

Each level has an Intervention kit. The cost per student depends on how many tutors in a building are working with students at the same time. Often tutors share materials. Intervention kit (12 copies of the three books of reading passages, professional development DVD, and 3 read aloud audio CDs of the reading passages): $422.47 for the paper version (QuickReads). Contact Success for All Foundation for costs for the digital version (Tutoring with ThemeReads). Salary costs for tutors must also be included.

Intended Population

• Core
• Intervention

Grade

• Elementary School
• Middle School

Intended Group Size

• Classroom

ELL/DLL

• Partial

Multisensory Applications

• No

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Unspecified

Error Correction Built In

• Unspecified

Research Summary

The NeMTSS review of the research on the QuickReads program point to evidence of the programs’ potential positive effects on measures of reading fluency, reading accuracy, and comprehension for elementary school students.

Study Citations

Fenty, N., Mulcahy, C., & Washburn, E. (2015). Effects of Computer-Assisted and Teacher-Led Fluency Instruction on Students At Risk for Reading Failure. Learning Disabilities--A Contemporary Journal, 13(2).

Vadasy, P. F., & Sanders, E. A. (2008). Benefits of repeated reading intervention for low-achieving fourth-and fifth-grade students. Remedial and Special Education, 29(4), 235-249.

Vadasy, P. F., & Sanders, E. A. (2008). Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. Journal of Educational Psychology, 100(2), 272.

What Works Clearinghouse (WWC) Report

• No studies met WWC inclusion criteria

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Evidence-based practice

Additional Reviews

• http://www.bestevidence.org/overviews/Q/quickreads.htm