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Emily and Sarah Tham C&T 842 Jorgensen Date due:

Names: Emily and Sarah Tham __________________________ READ 180

___/30 points

Rationale and Background ( points! What is the rationale for the use of this program with striving readers? READ 180 is purported to be the most effective reading intervention program because it offers a comprehensive s stem of curriculum! instruction! assessment! and professional development that has proven to raise reading achievement for struggling readers in grades "#1$%& 't has been designed for an student reading two or more ears below grade(level! READ 180 leverages adaptive technolog to individuali)e instruction for students and provide powerful data for differentiation to teachers! which seems helpful to striving readers& *he t pical da using the READ 180 involves students starting a +0(minute model with Whole(,roup 'nstruction& *hen the differentiated instruction occurs for striving readers in small group settings& *his is then followed b individual students -placed in actual .e/ile level0 using the READ 180 software which is adaptive in nature& *here is substantial amount of time after that for students to carr out independent reading before the gather again for a Whole ,roup Wrap( up& What can ou find out about the authors of the program? Are their 1ualifications relevant to the program the have created? 2ow do ou 3now? *he program was brought up b 4cholastic 5orporation developers with the help of Dr& *ed 2asselbring of the 5ognition and *echnolog ,roup at 6anderbilt 7niversit ! and the 8range 5ount .iterac 9ro:ect in ;lorida -2asselbring and ,oin !$00"0& <ore information about the people involved is summari)ed in Appendi/ A& Does this program reall deliver what is promised? What are the sources for our information? *he READ 180 website mentions that it is the most thoroughl researched reading intervention program in the world& *he website mentions that =2undreds of studies! peer(reviewed :ournals! and the federal government>s What Wor3s 5learinghouse -WW50 have all documented its effectiveness on student reading achievement across multiple grade levels and student populations? -5ompendium of READ 180 Research0& 4ome of the evidence provided are as below@ 10 5ompendium of READ 180 Research& Arief summaries of all the studies READ 180 has been carried out in& <ost of the schools were involved for a period of 1 ear& *here was no mention of an thing be ond that& *he 1

Emily and Sarah Tham C&T 842 Jorgensen Date due:

compendium includes middle school data! high school data and some were reviewed b What Wor3s 5learinghouse or Aest Evidence Enc clopedia -AEE0! and most were independent measure designs& 'nterestingl ! out of the + locations that implemented! onl $ were reviewed b WW5 orBand the AEE -p&$(C0& $0 *he READ 180 research base has been reviewed b third parties such as the federal What Wor3s 5learinghouse and Dohns 2op3ins 7niversit Es 5enter for Data(Driven Reform in Education -4lavin! 5heung! ,roff! F .a3e! $0080 4lavin et al& -$0080 was a s nthesis of CC studies that showed an =overall moderate strength of evidence? -p&C100& 4ome of our criti1ue of this particular paper concerns lumping one or two studies with ver small or negative effects into a single categor ! particularl when the number of studies in that categor is small! it will bring down the overall effect si)e that is reported& Results from the stud also indicate that when multiple effect si)es are reported for multiple grades! multiple cohorts! multiple tests! and multiple reading measures! the authors appear to create effect si)es for each of these and then average them across the entire stud for a single program effect& 2owever! this general handling does not hold consistentl across all CC studies& ;or e/ample! although the included state standardi)ed test scores for other studies! the omitted the A'<4 -Ari)onaEs 'nstrument to <easure 4tandards0 in calculating the mean effect si)e for studies some of READ 180 - e&g&White! 2aslam! and 2ewes! $00G0& 'nterestingl too! thes studies that of READ 180 used in the s nthesis were carried out under contract to the publisher of READ 180! this being 4cholastic! which could possible call for some measure of bias& 'n addition! one important methodological consideration to consider when loo3ing at the effectiveness of READ 180 is that man students in READ 180 classes received considerabl more instructional time in reading than did their counterparts in control classes& 'n these cases! the instructional time could have confounded with the effects of the program itself& *he final criti1ue of the evidence 4cholastic provides as support for its program is that one ear after first post test! effects evened out with those that did not ta3e READ 180 & C0 ;our Hears of 7&4& Department of Education Research 4hows IREAD 180 I Effective in 5ombating Adolescent 'lliterac -American 'nstitute for Research! $0100 #grants provided b 4cholastic to Jewar3! Jew Derse public school! 8hio Department of Houth 4ervices! 4pringfield! <assachusetts public schools! and <emphis! *ennessee cit schools& *he final report shared b the American 'nstitute for Research -A'R0 via the 4cholastic website mentions the above information on the grants provided b 4cholastics& Kuestions arise from the =evidence? above& 'n loo3ing at the actual report! the statement in the second paragraph =;indings in the 4triving Readers report buttress the $010 stud ! 'mplementation <atters@ 4 stems for 4uccess! an 2

Emily and Sarah Tham C&T 842 Jorgensen Date due:

anal sis b the American 'nstitutes for Research! *he 5ouncil of the ,reat 5it 4chools and 4cholastic that details the critical importance of implementing a reading intervention program as it was intended in order to achieve ma/imum effectiveness? does not e/plicitl refer to the statistical results that prove READ 180 has significant effects& Rather it briefl mentions that it is onl in *ennessee that there were no significant gains and further research need to be carries out to =better understand the effects there?& "riti#ue (' points! What are the strengths and limitations of this program? READ 180 has been designed to also match with <*44 as seen in the 4cholastic publication of =<ulti(*iered 4 stems of 4upport@ An Alignment ,uide?& ;rom that it can be gathered that the READ 180 is well suited for both *ier $ and *ier C instruction but can also be implemented as a *ier 1 core instructional program where the ma:orit of students are reading below grade level& *here is substantial amount of reading time! almost half of the +0(minute teaching module consists of independent or some other form of reading& 4ince the entire design of READ 180 is based on a gradual release model that moves students toward independent reading of grade(level te/t over time students in the independent reading sections! are encouraged to self(monitor themselves using a selection of leveled reading materials! and are constantl challenged to increase their level of challenge& *his also helps teachers as the would have opportunities to wor3 with other students on specific areas of needs& *here is definitel a clear emphasis on meeting individual needs and providing support for striving readers -in small groups and through the individual use of the READ 180 software sessions0& 4ince it purports to use =rigorous! grade(level te/ts?! it aligns itself to the 5ommon 5ore 4tandards b including higher order thin3ing s3ills such as s nthesis! anal sis! and evaluation& *here is also more emphasis on the use of non(fictions te/ts over narrative te/ts -L0@C0 ratio0& Who was the original intended audienceBdemographics? *he program was intended for middle school to older students! especiall striving reader& *he program also wor3s for special education learners -s stematic screening and progress monitoring that is evident in R*' approaches0! and even English .anguage .earners& Differentiated supports specificall help English language learners at multiple proficienc levels access reading and writing instruction -through the rAoo30& E/plicit instruction and routines develop the academic language proficienc & <eaningful! structured interactions and engagement routines also s stematicall address studentsE oral language development for effective communication& 4tructured approaches to teaching the vocabular and conventions support and 3

Emily and Sarah Tham C&T 842 Jorgensen Date due:

strengthen students> abilit to write across genres& *here are reading and writing tas3s that address transferable s3ills from students> primar language ac1uisition& 2owever this seems to be mainl assuming the studentsE primar language is 4panish& *hat being said the websites mentions language support for the following five languages( 4panish! 5antonese! 2mong -< anmar0! 2aitian 5reole! and 6ietnamese& 2ow has this been modified to meet other demographics? *he program has remained consistent in its ob:ectives and goals and has even been refined to the READ 180 Je/t ,eneration! which has additions and inclusion of new technolog ! data anal ses! content! and resources designed to help readers become more independent& 'n what wa s does this program align! or not! with the readings and handouts from class? o 9rovide at least 8 1uotesBlin3sBcitations from 5* 8"$ course readings

Recommendation (( points! Would ou use this individuall with a striving reader? 4mall group? 4chool level? District level? Does an one in our group have personal e/perience wor3ing with this program? Describe& 2ow can ou combine the learning that occurred during the =Rationale and Aac3ground? and =5riti1ue? stages to provide a recommendation -positive! negative! or conditional0 to others wor3ing with striving readers? 8ther information our group deems relevant& Remember to have some sort of a hard cop Bsummar for each class member and our instructor& Hou will also submit this electronicall following directions in the s llabus& Ae sure to include the 5abellEs information in a place that seems logical to ou and our team depending on howBwhere ou cite the research& Re$erences 2asselbring! *& 4&! F ,oin! .& '& -$00"0& .iterac instruction for older struggling readers@ What is the role of technolog ?& Reading F Writing Kuarterl ! $0-$0! 1$C(1""& 4cholastic -n&d0& 5ompendium of READ 180 Research& Retrieved Jovember G! $01C! from http@BBread180&scholastic&comBpdfBresearchB1M$011MEfficac 4tud MResearch5ompendi um$011MREAD180&pdf 4cholastic -n&d&0& <ulti(*iered 4 stems of 4upport@ An Alignment ,uide& Retrieved Jovember G! $01C from http@BBread180&scholastic&comBpdfBresearchB+M$01$M<ulti( *ierM4upportMREAD180&pdf 4

Emily and Sarah Tham C&T 842 Jorgensen Date due:

4lavin! R& E&! 5heung! A&! ,roff! 5&! F .a3e! 5& -$0080& Effective reading programs for middle and high schools@ A bestevidence s nthesis& Reading Research Kuarterl ! "C-C0! $+0(C$$& White! R&J&! 2aslam! <&A&! F@ 2ewes! ,&<& -$00G! Dul 0& 'mproving student literac in the 9hoeni/ 7nion 2igh 4chool District $00C(0" and$00"(0N& ;inal Report& Washington! D5@ 9olic 4tudies Associates&

)ther sources http@BBread180&scholastic&comBreading(intervention(program http@BBread180&scholastic&comBreading(intervention(programBresearch http@BBen&wi3ipedia&orgBwi3iB4cholasticMREADM180 http@BBread180&scholastic&comBpdfBresearchB1M$011MEfficac 4tud MResearch5ompendi um$011MREAD180&pdf http@BBread180&scholastic&comBpdfBresearchB1M$011MResearch;oundation9apersMR180 J,MREAD180&pdf http@BBmediaroom&scholastic&comBnodeBN1L http@BBwww&air&orgBfocus(areaBeducationBinde/&cfm? faOview5ontentFidOLFcontentMidO10$G

Emily and Sarah Tham C&T 842 Jorgensen Date due:

Appendi/ A Dr& 2asselbring is a 9rofessor of 4pecial Education at 9eabod 5ollege of 6anderbilt 7niversit & 8ver the past twent (five ears! Dr& 2asselbring has conducted research on the use of technolog for enhancing learning in students with mild disabilities and those who are at(ris3 of school failure& Dr& 2asselbring has authored more than 100 articles and boo3 chapters on learning and technolog and serves on the editorial boards of si/ professional :ournals& 2e is also the author of several computer programs! including READ 180& Aetween $000 and $00G! Dr& 2asselbring left 6anderbilt and served as the E/ecutive Director of the Jational Assistive *echnolog Research 'nstitute at the 7niversit of Pentuc3 & 'n the fall of $00G! Dr& 2asselbring returned to 6anderbilt! where he had been a 9rofessor of 4pecial Education and 5odirector of the .earning *echnolog 5enter for 18 ears& Dr& 2asselbring is a graduate of 'ndiana 7niversit ! earning a Aachelor of 4cience Degree in 1+L1! a <aster of Arts in *eaching Degree with a ma:or in Aiolog in 1+L$! and an Ed&D& in 4pecial Education in 1+L+& <s& ,oin designs and develops educational software for at(ris3 and special needs learners& 4he speciali)es in combining cognitive research with highl effective multimedia instructional practices& <s& ,oin has been instrumental in the design and development of a number of instructional software pac3ages for reading! mathematics! and writing& 9reviousl ! <s& ,oin was an instructional designer and pro:ect director at 6anderbilt 7niversit Es .earning *echnolog 5enter& While at 6anderbilt! <s& ,oin coordinated multimedia research pro:ects in the areas of literac ! mathematics! science! and higher education technolog integration& 5urrentl ! she consults with publishers on the design of instructional software and provides training on reading intervention for struggling readers& <s& ,oin is a graduate of the 7niversit of <issouri! earning a Aachelor of 4cience Degree in 1+LN& 'n 1+8N! she received a <aster>s degree in 4pecial Education from 9eabod 5ollege of 6anderbilt 7niversit & ;rom 1+LN until 1+8"! <s& ,oin was a teacher of children with ph sical and mental disabilities and var ing e/ceptionalities& Dr& Pate Pinsella READ 180 4enior 9rogram Advisor! 5oauthor rAoo3! .Aoo3 =We have a ma:or responsibilit to help students become more fle/ible learners and be prepared to succeed within a diversit of academic and professional settings&? Dr& Pinsella teaches coursewor3 at 4an ;rancisco 4tate 7niversit addressing academic language and literac development in linguisticall and culturall diverse classrooms& 4he is coauthor! with Dr& Pevin ;eldman! of 4cholastic>s READ 180 'ntervention 9rogram interactive teaching curricula called the rAoo3&

Emily and Sarah Tham C&T 842 Jorgensen Date due:

Dr& Pinsella publishes and provides consultanc and training nationall ! focusing upon responsible instructional practices that provide second(language learners and less proficient readers in grades "#1$ with the language and literac s3ills vital to educational mobilit & Dr& Pinsella is also the lead author of the READ 180 .Aoo3! a companion to the READ 180 rAoo3& *he .Aoo3 prepares! supports! and e/tends rAoo3 instruction for all students& *he .Aoo3 ensures all READ 180 students! especiall English language learners at different language proficienc levels! are able to access the academic language! word learning strategies! and grammar re1uired to participate in accelerated instruction toward E.A grade(level standards& Dr& Pevin ;eldman READ 180 4enior 9rogram Advisor! 5oauthor rAoo3 =*he motto in an active participation classroom is Qlearning is not a spectatorEs sportR if itEs worth doing then we all need to do itSE? Dr& ;eldman>s career in education spans thirt (si/ ears& As the Director of Reading and Earl 'ntervention for 458E! he develops! organi)es! and monitors programs related to P(1$ literac and prevention of reading difficulties& Dr& ;eldman serves as a .eadership *eam 5onsultant to the 5alifornia Reading F .iterature 9ro:ect! is a consultant to the 5al4*A* 4tatewide 4pecial Education Reform 9ro:ect! and assists in the development and implementation of 9reP(1$ programs throughout 5alifornia and across the nation& Dr& ;eldman is coauthor! with Dr& Pate Pinsella! of 4cholastic>s READ 180 'ntervention 9rogram interactive teaching curricula called the rAoo3& 2e is also a fre1uent spea3er! has contributed a number of articles to professional :ournals! and has developed several reports for tas3 forces and initiatives&