Many educators struggle to deliver effective early literacy instruction that is both research-based and responsive to diverse learning needs. IMSE's Orton-Gillingham Plus (OG+) addresses this gap by providing a Structured Literacy program grounded in explicit, systematic, and cumulative instruction. Designed for K-2 foundational literacy and…

This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…

This study examined a combined reading curriculum (CRC) containing all the essential reading components of phonemic awareness, phonics, spelling, vocabulary, fluency, and comprehension. The CRC combines a word study curriculum with a specifically designed supplemental reading curriculum to create a developmental, systematic, and comprehensive…

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New…

This program evaluation took place in Harnett County Schools, North Carolina. This study evaluated two common reading intervention programs currently used in the Harnett district. This evaluation compared and examined the effectiveness of Reading Recovery and Leveled Literacy Intervention on a subset of students at Highland Elementary School, a…

We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…

Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources.…

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a…

Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…

The purpose of this paper is to tabulate the usage and analyze the impact of Reading Plus on the Miami-Dade County Public Schools (M-DCPS) students who used it during the 2016-2017 school year. Reading Plus is an online application comprised of a series of modules that bolster word recognition and recall, teach phonemic awareness, phonics,…

This study addresses the effectiveness of a widely used core reading program that reflects the research-based practices recommended by the National Reading Panel. This and other similar programs are increasingly used to prevent reading difficulties and ensure that all children are reading at or above grade level by the end of third grade.…

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

"Academy of READING"® is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The What Works Clearinghouse (WWC) identified 38 studies of "Academy of READING"® for adolescent…

Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…

"Houghton Mifflin Reading"© is a reading program designed for grades K-6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The product is designed to be used as a full-year curriculum program with instruction on developing…