WWC Summary of Evidence for this Intervention
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.
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 evidence 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.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
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 indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.