Menu

Read Well Research & Results

View Evidence of Effectiveness, Reports, and Research

The goal of Read Well is to catch young learners before they fall farther behind grade level. School districts across the country use Read Well in primary grades to support all types of early learners. Check out some of our studies and success stories.

Read Well puts all of our beliefs into a useable sequential program. I have finally found the program I have tried to patch together for eight years.
- First-Grade Teacher

Read Well Research Base

This report highlights the research findings about the process of reading and how that information has been incorporated into the Read Well reading solution.

View Read Well Research Base

Key Details

Total Participants: Approximately 6,800 from Montgomery Public Schools, Walker County Public School System, Houston County Schools, and Huntsville City Schools

Grade Levels: K–1

Instructional Period: 2003–2009

Instructional Time: 90 minutes

Measure: DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Stanford Achievement Test (SAT)

Demographics:

  • Montgomery Public Schools: 66% Free/Reduced Lunch (FRL), 2% English language learner (ELL), and 16% Special education status
  • Walker County Public School System: 54% FRL and 17% Special education status
  • Houston County Schools: 56% FRL and 16% Special education status
  • Huntsville City Schools: 38% FRL, 3% ELL, and 23% Special education status

View Efficacy Report

Key Details

Total Participants: 4,132

Grade Levels: K–1

Instructional Period: 2008−09 and 2009–10

Instructional Time: 90 minutes daily

Measures: SAT®-10 Reading and DIBELS®

Participant Demographics: 23% Limited English Proficient (LEP) and 7% Special Education

Status District Demographics: 70% Free/Reduced Lunch, 11% LEP, and 14% Special Education Status

View Efficacy Report

EVALUATION 1: First-Year Results of the Districtwide Adoption of Read Well at the Tacoma Public Schools

Total Participants: 4,681

Grade Levels: K–1; 2,367 students in kindergarten and 2,314 students in first grade

Instructional Period: 2007–08 school year

Instructional Time: 90 minutes daily for full-day kindergarten and first grade and 45 minutes daily for half-day kindergarten

Measures:  DIBELS®, Tacoma Screening Instrument

Elementary School Demographics: 62% Free/Reduced Lunch, 14% Special Education Status, and 10% English Language Learners

 

EVALUATION 2: Longitudinal Results of the Read Well Pilot Implementation at the Tacoma Public Schools

Total Participants: 1,163

Grade Levels: K–2; 628 students followed from kindergarten to the end of second grade

Instructional Period: 2005–06, 2006–07, and 2007–08 school years

Measure: DIBELS®

Participant Demographics: 2% Free/Reduced Lunch, 11% Special Education Status, and 12% English Language Learners

Key Details

Total Participants: 144

Grade Levels: K and 1

Instructional Period: 2005–2006

Instructional Time: K – 60 min/day  and 1 – 90 min/day

Measure: DIBELS ® (Dynamic Indicators of Basic Early Literacy Skills), Texas Primary Reading Inventory (TPRI), and Group Reading Assessment and Diagnostic Evaluation (GRADE)

District Demographics:

  • District 1: 86% Free/Reduced Lunch (FRL)
  • District 2: 85.7% FRL
  • Evaluation Sample Demographics: 86% FRL

View Efficacy Report

Key Details

Total Participants: 553

Grade Levels: K–4

Instructional Period: One or two traditional school years

Instructional Time: 90 minutes daily in kindergarten and grade 1

Measures: DIBELS ® (Dynamic Indicators of Basic Early Literacy Skills), and FCAT (Florida Comprehensive Assessment Test)

District Demographics:
48% Free/Reduced Lunch, 17% English language learners (ELL), and 23% Special education

View Efficacy Report

Additional Reports and Resources:

Walker County Public Schools (AL) - Student Gains with Read Well
Walker County saw an increase in the percentage of first grade students scoring at or above benchmark in 6 out of 9 schools after the first year of Read Well implementation in Spring 2006. After two years of Read Well implementation, the number of schools jumped to 8 out of 9 schools in Spring 2007.

Read Well Success in Huntsville, AL
Before Read Well was implemented, Mountain Gap Elementary had the only percentage of kindergarten students in the County scoring at or above benchmark in Spring 2005—43% of their kindergarten students scored at or above benchmark compared to the state average of 91%. After two years of Read Well instruction, the percentage of students scoring at or above benchmark increased to 95%, reflecting a 52% gain, placing the school above the state average