Intervention Ratings for Beginning Reading

Each beginning reading program reviewed had at least one study meeting WWC standards (with or without reservations) and received a rating of effectiveness in one or more of the four outcome domains (alphabetics, fluency, comprehension, and general reading achievement). The rating is designed to characterize the existing evidence, taking into account: quality of the research design, statistical significance of the findings, size of the difference between participants in the intervention and comparison conditions, and consistency in findings across studies.

The research evidence can be rated as positive, potentially positive, mixed, no discernible effects, potentially negative, or negative (see the WWC Intervention Rating Scheme). Table 1 shows the effectiveness ratings for the 24 beginning reading programs in the four outcome domains (empty cells indicate that no evidence was reported). Table 2 lists the programs for which there were no studies meeting WWC evidence screens. This includes interventions with no studies and interventions with outcomes studies that were reviewed but did not meet WWC evidence screens.