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A report that examines the reearch-based effectiveness of Read 180® as a literacy intervention program. The report states that no studies of READ 180 that fall within the scope of the Adolescent Literacy (AL) review protocol meet What Works Clearinghouse (WWC) evidence standards, but seven studies meet WWC evidence standards with reservations. The seven studies included 10,638 students, ranging from grade 4 to grade 9, who attended elementary, middle, and high schools in Arizona, California, Florida, New York, Ohio, Texas, and Virginia.

This article discusses the importance of reading and the need to teach individuals how to become better readers.

is one of the nation’s largest school districts. During the 2002-03 school year, the district served over 162,000 students in grades K-12 in 241 schools and centers. FCPS is also one of the nation’s most active districts in offering research-based programs to meet student needs and improve learning for each of its students. READ 180, published by Scholastic, Inc., is one of the programs Fairfax County Public Schools (FCPS) in Virginia adopted for its ability to improve student performance.

This report to the Carnegie Corporation of New York comes out of a meeting of a panel of five nationally known and respected educational researchers, with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education, in spring 2004.

READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers.                       

This newsletter highlights five strategies for monitoring reading comprehension: 1) following the inner conversation, 2) noticing when we stray from the inner conversation, 3) knowing when you know and knowing when you don’t know, 4) noticing and exploring thinking, 5) read, write, and talk.

This handout presents instructional alignment as the important part of the teacher’s role to make sure there is alignment between the curriculum, instruction, and assessment.

This case study is a dissertation submitted to the Department of Educational Leadership, School Counseling, and Sports Management in partial fulfillment for the degree of Doctor of Educational Leadership University of North Florida College of Education. The case study used Duval County Public Schools (DCPS) archival data to analyze the effects of a double-block of reading instruction using the READ 180 program for students who score lower than grade level (Level 2) on the FCAT. An analysis of the data was used to determine if this type of intervention is effective.  

This guide describes a four-phase process for teaching a topic that supports students to use reading and thinking strategies to learn from and understand content: 1) build background knowledge through exploration, 2) gather information to develop big ideas and questions, 3) summarize and synthesize information and ideas, and 4) demonstrate understanding and shared learning.