Reading Plus® is a web-based reading intervention that uses technology to provide individualized scaffolded silent reading practice for students in grade 3 and higher. Reading Plus® aims to develop and improve students’ silent reading fluency, comprehension, and vocabulary. Reading Plus® is designed to adjust the difficulty of the content and duration of reading activities so that students proceed at a pace that corresponds to their reading skill level. The intervention includes differentiated reading activities, computer-based reading assessments, tools to monitor student progress, ongoing implementation support, and supplemental offline activities.
One study of Reading Plus® that falls within the scope of the Adolescent Literacy review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations. The study included 13,128 students, ranging from grade 5 through grade 9, who attended schools in Miami-Dade County in Florida.3
Based on one study, the WWC considers the extent of evidence for Reading Plus® on adolescent learners to be small for the comprehension domain. The one study that meets WWC evidence standards with reservations did not examine the effectiveness of Reading Plus® on adolescent learners in the alphabetics, reading fluency, or general literacy achievement domains.
Reading Plus® was found to have potentially positive effects on comprehension for adolescent learners.
|Alphabetics||Reading fluency||Comprehension||General literacy achievement|
|Rating of effectiveness||na||na||Potentially positive effects||na|
|Improvement index||na||na||+2 percentile points||na|
1 The descriptive information for this program was obtained from a publicly available source: the developer’s website (http://www.readingplus.com/, downloaded December 2009). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review. The literature search reflects documents publicly available by March 2010.
2 The studies in this report were reviewed using WWC Evidence Standards, Version 2.0 (see the WWC Procedures and Standards Handbook, Chapter III), as described in protocol Version 2.0.
3 The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.