Intervention Report iconIntervention > Evidence Snapshot

Read Well®
Beginning Reading

As of July 2007 no studies of Read Well® were found that fell within the scope of the Beginning Reading review protocol and met WWC design standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of Read Well® to improve outcomes in this area.
Read Well® is a reading curriculum to increase the literacy abilities of students in kindergarten and grade 1. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Students are given opportunities to discuss the vocabulary concepts that are presented in each story. The program is based on the tenets of scaffolded instruction, where teachers begin by presenting models, and gradually decrease their support by providing guided practice, before students are asked to complete the skill or strategy independently. For example, the student and teacher read new text aloud, with the teacher reading the difficult or irregular words. As student skills (and motivation) increase, the amount of teacher-read text decreases, and the student is given greater independence. The program combines daily whole class activities with small group lessons.

Last Updated: July 2007



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This intervention report was prepared for the WWC by American Institutes for Research under contract ED-02-CO-0022.

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