"Read Well" is a research-based reading curriculum designed to improve student literacy. This program includes explicit, systematic instruction in English decoding, sustained practice of decoding skills and fluency, and instruction in vocabulary and concepts presented in text. It also provides support for English language learner (ELL) students through scaffolded lesson instruction and oral language priming activities. One study (Denton, Anthony, Parker, & Hasbrouck, 2004) reviewed by the What Works Clearinghouse (WWC) investigated the effects of "Read Well" on an ELL sample. The part of the study that examined "Read Well" included 33 participants. The intervention group received English language pull-out tutoring during the school day in addition to their regular English instruction. The control students received only their regular English instruction. Denton and colleagues reported a statistically significant difference favoring the intervention group on one of three measures (Woodcock Reading Master Tests--Revised: Word Identification). The WWC did not confirm the statistically significant finding, but found the difference favoring the intervention group large enough to be considered substantively important by WWC standards. (Contains 3 footnotes.) [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Denton, C. A., Anthony, J. A., Parker, R., and Hasbrouck, J. E. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. "The Elementary School Journal," 104(4), 289-305.]