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ERIC Number: ED506775
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 31
Abstractor: ERIC
Reference Count: 101
READ 180. What Works Clearinghouse Intervention Report
What Works Clearinghouse
"READ 180" is a reading program designed for students in elementary through high school whose reading achievement is below the proficient level. The goal of "READ 180" is to address gaps in students' skills through the use of a computer program, literature, and direct instruction in reading skills. The software component of the program aims to track and adapt to each student's progress. In addition to the computer program, the "READ 180" program includes workbooks designed to address reading comprehension skills, paperback books for independent reading, and audiobooks with corresponding CDs for modeled reading. One hundred one studies reviewed by the WWC investigated the effects of "READ 180." Seven studies (Haslam, White, & Klinge, 2006; Interactive Inc., 2002; Lang, Torgesen, Petscher, Vogel, Chanter, & Lefsky, 2008; Scholastic Research, 2008; White, Haslam, & Hewes, 2006; White, Williams, & Haslem, 2006; Woods, 2007), one of which is a randomized controlled trial and six of which are quasi-experimental designs, meet WWC evidence standards with reservations. The remaining 94 studies do not meet either WWC evidence standards or eligibility screens. The WWC review of interventions for "READ 180" addresses student outcomes in four domains: alphabetics, reading fluency, comprehension, and general literacy achievement. The studies included in this report cover two domains: comprehension and general literacy achievement. Comprehension includes two constructs: reading comprehension and vocabulary development. The findings in this report present the authors' estimates and WWC-calculated estimates of the size and the statistical significance of the effects of READ 180 on students. READ 180 was found to have potentially positive effects on comprehension and general literacy achievement. Appendixes include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings; (4) Summary of subgroup findings; (5) "READ 180" rating; and (6) Extent of evidence by domain. (Contains 14 footnotes.) [This publication was produced by the What Works Clearinghouse. The following studies are reviewed in this intervention report: (1) Haslam, M. B., White, R. N., & Klinge, A. (2006). "Improving student literacy: "READ 180" in the Austin Independent School District," 2004-05. Washington, DC: Policy Studies Associates; (2) Interactive Inc. (2002). "An efficacy study of "READ 180," a print and electronic adaptive intervention program, grades 4 and above." New York, New York: Scholastic Inc.; (3) Lang, L. H., Torgesen, J. K., Petscher, Y., Vogel, W., Chanter, C., & Lefsky, E. (2008, March). "Exploring the relative effectiveness of reading interventions for high school students." Paper presented at the annual research conference of the Society for Research on Educational Effectiveness, Crystal City, Virginia; (4) Scholastic Research. (2008). "Desert Sands Unified School District," California. New York, New York: Scholastic Inc.; (5) White, R. N., Haslam, M. B., & Hewes, G. M. (2006). "Improving student literacy: "READ 180" in the Phoenix Union High School District, 2003-04 and 2004-05." Washington, DC: Policy Studies Associates; (6) White, R. N., Williams, I. J., & Haslem, M. B. (2005). "Performance of District 23 students participating in Scholastic "READ 180"." Washington, DC: Policy Studies Associates; and (7) Woods, D. E. (2007). "An investigation of the effects of a middle school reading intervention on school dropout rates." Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Location: Arizona; California; Florida; New York; Ohio; Texas; Virginia
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test; Stanford Achievement Tests; TerraNova Multiple Assessments
IES Funded: Yes