Title of Study:  An Efficacy Study of READ 180: A Print and Electronic Adaptive Intervention Program Grades 4 and Above

Author(s): Council of Great City Schools

Summary:
READ 180 is a reading intervention program that combines face-to-face reading instruction with technology.  This report studied the effects of READ 180 on reading achievement of low-performing students in seven cities.

Sponsoring entity(s): The Council of Great City Schools

Date conducted: 2002

Location of the study: This study can be accessed through Scholastic.

Setting(s) addressed:

• Classroom

Targeted population(s):

• Middle school low readers

Primary sources of evidence used in the study or report:

• Stanford-9 reading tests
• Scholastic Reading Inventory (three districts only)
• Teacher surveys
• Site visits
• READ 180 management software user data

Primary Technology Application(s) Addressed:

• Instructional software

Major education topic(s) addressed:

• Reading

Major findings/conclusions:

• In three districts, students’ growth in reading scores was significantly higher for READ 180 students than for the control group.  In a fourth district, students in treatment and control groups made similar gains.
• In one district where students took a pre- and post- reading comprehension test, students using READ 180 significantly improved their reading comprehension compared to the control group.

Practical implications of the findings:

• Most schools participating in the study adapted the READ 180 program to fit school practices, rather than adapting school practices to the intervention.
• Technical problems were a major problem in implementing the program.  40% of teachers reported weekly technical problems and no in-house technical support.
• Teachers all received initial training, but felt they needed more professional development to implement the program well.

Reviewer Comments:
This study used a randomized experimental design.  However, each participating city administered its own portion of the study, which led to some variation in implementation, including how students were assigned to treatment and control groups.  When necessary, statistical methods were used to correct for non-comparable control groups. Control curricula also varied from city to city and even school to school.