We consult with educators to provide customized eLearning solutions to develop confident, proficient students in literacy and math.
Reading Plus is an evidence-based adaptive reading intervention and improvement program with a large research portfolio over the past 15 years that demonstrates statistically significant effects on improving student outcomes. The program has been extensively validated in a wide range of districts and schools, with all key sub-population groups of students, and for RTI/MTSS Tiers I, II, and III.
▶ 100+ Research Studies
▶ 38 Peer-Reviewed Journal Articles, Conference and Symposia Presentations
▶ 40+ Research Briefs
▶ 40+ Learning Science Research Studies
▶ 30+ Assessment Correlation Studies
▶ 20+ District and School Yearly Reports and Correlation Studies
▶ 7 Third-Party Implementation Studies
▶ 4 Clearinghouse Reports
▶ 6 Dissertations
▶ 5 Book Chapters
Highlighted Studies:
Significant Improvement in Both Efficiency and Comprehension
“The Impact of Differentiated Silent Reading Instruction Targeting Comprehension and Efficiency”
Twenty-Fifth Annual Society for the Scientific Study of Reading (SSSR) Meeting, 2018
This peer-reviewed, randomized control trial examined the impact of Reading Plus instruction targeting both reading comprehension and efficiency in students with differing levels of reading efficiency. Results showed that students who began with low efficiency increased their reading rates the most. In addition, the low-efficiency treatment group achieved significantly larger gains in reading efficiency as compared to their peers in the control group who engaged in business-as-usual instruction.
Large District Study: Significantly Greater Gains, Grades 4-10
“The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension Achievement in an Urban School Setting”
Reading Psychology, 2011
This study examined the impact of Reading Plus on the Florida Comprehensive Achievement Test (FCAT) reading scores of students in grades 4-10 in 23 schools in Miami-Dade County Public Schools. Results indicated that students using Reading Plus for a minimum of 40 or more 30-minute lessons over approximately six months made significantly greater gains than students in the control group who received other intervention materials or followed the district’s standard Reading/ELA curriculum. Among subpopulations, African-American, Latino-American, special education, and learning disabled students demonstrated substantially greater gains in measures of reading achievement on both the CRT and NRT portions of the FCAT than students not participating in the intervention.
Additional Resources for information about the effectiveness of Reading Plus
Efficacy & Effectiveness Research
InSight and the Florida Standards Assessment(FSA)
National Results for the 2019-2020 School Year