Intervention > Evidence Snapshot

Read Naturally®
Students with a Specific Learning Disability

Read Naturally^® was found to have potentially positive effects on writing and no discernible effects on reading fluency for students with learning disabilities.

Read Naturally® is an elementary and middle school supplemental reading program designed to improve reading fluency using a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not originally developed for English language learners, additional materials for these students are currently available.

A summary of the effectiveness of an intervention in an outcome domain, based on the quality of research, the statistical significance of findings, the magnitude of findings, and the consistency of findings across studies.

Effectiveness Rating Key

Positive: strong evidence that intervention had a positive effect on outcomes.

Potentially Positive: evidence that intervention had a positive effect on outcomes with no overriding contrary evidence.

Mixed: evidence that intervention’s effect on outcomes is inconsistent.

No Discernible: no evidence that intervention had an effect on outcomes.

Potentially Negative: evidence that intervention had a negative effect on outcomes with no overriding contrary evidence.

Negative: strong evidence that intervention had a negative effect on outcomes.

For more, please see the WWC Glossary entry for rating of effectiveness.

An indicator of the size of the effect from using the intervention. It is the expected change in percentile rank for an average comparison group student if the student had received the intervention, ranging from -50 to +50. At the domain level, the improvement index is only shown if the effectiveness rating is positive, potentially positive, potentially negative, or negative; dashes are displayed for mixed or no discernible effects. At the study level, the improvement index is only shown if the findings are characterized as statistically significant or substantively important (greater than +10 or less than -10); dashes are displayed for an indeterminate effect.

For more, please see the WWC Glossary entry for improvement index.

The percent of each characteristic is based on the sample size of all studies meeting standards that reported data on the characteristic.

Percentages below may not add to 100 percent.