Opportunities for Use of Stimulus Money

Beginning Reading Title Authorship/Target/Effectiveness/Cost Description Web Link Title 1 Accelerated  Judi and Terry Paul, Accelerated  30-60 minute block of time for reading http://www.renlearn.com/ar/ Part 7-9 Reader Reader, Renaissance Learning, Inc. practice Part 7-10  K – 3rd  Three activities may occur: reading texts Part 7-11  Reading fluency—no discernable to a child; reading texts to a child using a Part 8-4 effect paired-reading technique; or Part 8-15  Comprehension—mixed effects independent reading by the child Part 9-3  General reading—potentially  Children transition to guided Part 9-4 positive effects independent reading Part 9-5  $4 per student per year, with a  Starts with a norm-referenced, one-time school fee of $1599. standardized measure of general reading Training in use is an additional cost achievement  After reading book, students take a comprehension quiz and earn points which are used to set individual student goals for quantity and quality of student practice and to monitor progress Corrective Reading  SRA/McGraw-Hill  Two components—decoding and http://www.sraonline.com/ Part 7-11  No grade level data available comprehension, each with four levels Part 8-4  Alphabetics—potentially positive  Level A is designed for non-readers; level Part 9-3  Fluency—potentially positive B is designed for struggling readers who Part 9-4  Comprehension—no discernible do not read fluently or confuse similar effects words; level C is for students who  Teacher materials - $200; student experience difficulty with vocabulary and materials range from $10 to $50 complex sentence structures per student  Uses a direct instruction approach, a scripted presentation that uses a brisk pace, carefully chosen exercises and examples, and other presentation techniques Early Intervention  Dr. Barbara Taylor/Early  Designed to provide extra instruction to http://www.earlyinterventioninr Part 7-10 in Reading Intervention in Reading groups of students at risk of failing to eading.com Part 7-11  K – 2nd learn to read Part 8-4  Alphabetics—potentially positive  Uses picture books to stress instruction in Part 9-3 effects phonemic awareness, phonics and Part 9-4  Comprehension—potentially contextual analysis positive effects  The program is based on whole-class  $500 per teacher instruction with additional small group instruction for struggling readers in k – 2nd  In 3rd and 4th, the program consists of small group instruction Earobics  Houghton Mifflin Harcourt Learning  Earobics Foundations for pk – 1st; http://www.earobics.com Part 8-4 Technology  Earobics Connections for 2nd and 3rd and Part 9-3  K - 3rd older struggling readers Part 9-4  Alphabetics—statistically significant  Supplemental program that can be used positive effects and substantively in conjunction with existing language arts important programs  Reading fluency—positive effects  Teachers plan students’ use of software and substantively important and supporting materials using a teach,  Up to 12 users for $299 practice and apply approach  Program automatically adjusts based on student performance Kaplan SpellRead  Kaplan, Inc.  140 lessons that interweave phonemics, http://kaplank12.com/ Part 8-4  2nd and above including sped phonetics, and instruction in language- Part 9-3  Alphabetics—positive based reading and writing Part 9-4  Fluency—potentially positive  Phase A is designed to train the auditory  Comprehension—potentially process function positive  Phase B focuses on secondary spelling of  Cost varies based on number of vowel sounds, consonant blends, and participating students and grade syllabication of two-syllable words level; details not available  Phase C focuses on how to decode words of three or more syllables as well as clusters and verb forms  Used with small groups of five students and one instructor in 60-90 minutes classes Ladders to Literacy  Drs. Notari-Syverson and  Activity Book addresses three http://brookespublishing.com Part 8-4 O’Connor/Brookes Publishing components: print awareness, Part 9-3  Kindergarten phonological awareness, and oral Part 9-4  Alphabetics—potentially positive language skills effects  Most activities are designed for large  Fluency—potentially positive groups and follow a similar format effects  The teacher chooses activities that can be  Comprehension—mixed effects included in the current classroom  Activity book--$49.95 routines and require little preparation time Lexia Reading  Lexia Learning Systems  Computerized, supplementary reading http://www.lexialearning.com Part 8-4  Pre-K to adult software programs Part 9-3  Alphabetics—potentially positive  Two to five weekly sessions of 20-30 Part 9-4  Comprehension—potentially minutes each positive  Amount of use depends on needs of  Costs customized based on students individual needs  Software tracks student responses and  Example of costs—one school with automatically provides additional a computer lab of 25 stations cost practice when needed $12,500 to purchase licenses and  Reports are generated for teachers to $1,350 for one year of hosting and assess and monitor progress maintenance; this would support 125 students Lindamood  Pro—Ed  Designed to teach students skills to http://www.lindamoodbell.com Part 8-4 Phonemic  Used for remedial purposes decode words and to identify individual Sequencing  Alphabetics—potentially positive sounds and blends in words  Students discover the lip, tongue and mouth actions needed to produce specific sounds  Subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words Peer-Assisted  Vanderbilt Kennedy Center for  Designed to supplement the existing http://kc.vanderbilt.edu/pals/ Part 8-4 Learning Strategies Research on Human Development reading curriculum Part 9-3 (PALS)  1st – 3rd grades  Students engage in peer-tutoring Part 9-4  Alphabetics—potentially positive routines through a series of structured effects interactions  Fluency—potentially positive  Sessions usually last 30-35 minutes, three effects times a week  Comprehensive—potentially  Students work on learning to hear and positive effects identify sounds, sounding out words,  Manual for each grade level-$35 learning sight words, and practicing passage reading. Then they work on predicting story plots, oral reading, and retelling stories.  Teacher training available Reading Recovery  Marie Clay  Lessons incorporate several components http://www.readingrecovery.or Part 8-3  1st grade of reading instruction, including g Part 8-4  Alphabetics—positive effects phonemic awarenessk phonics, Part 9-3  Fluency—potentially positive vocabulary, fluency, comprehension, Part 9-4 effects writing, motivation, oral language and Part 12-3  Comprehension—potentially independence positive effects  Each RR lesson consists of reading  General reading achievement— familiar and novel stories, manipulating positive effects letters and words, and writing and  Start-up costs include university assembling stories tuition, salary of a teacher leader,  Lessons are interactive between teacher books and materials; each site must and student, with the teacher carefully also equip a room with a one-way monitoring each child’s reading behavior mirror and sound system  In 2006, cost of materials was approximately $100 per student served  Sites pay an annual evaluation fee of $350 plus $45 per RR teacher Start Making a  Oregon Children’s Foundation  Is a volunteer tutoring program for http://www.getsmartoregon.org Part 5-8 Reader Today  K – 2nd students at risk of reading failure Part 8-3 (SMART)  Alphabetics—potentially positive  Volunteer tutors go into schools where at Part 8-4 effects least 40% of students are eligible for free Part 9-3  Fluency—potentially positive or reduced lunch—they read with Part 9-4 effects students twice a week for half an hour  Comprehension—potentially  Typicall one volunteer works with two positive effects children on four types of activities:  Overall program cost runs reading to a child, reading with the child, approximately $300 a year per child re-reading with the child, and asking the  A program coordinator can either child questions about what has been read be a volunteer or a salaried person  Each student receives two new books a month to encourage families to read together Stepping Stones to  Sopris West  A supplemental curriculum designed to http://www.sopriswest.com Part 8-3 Literacy (SSL)  Kindergarten and older pre- promote listening, print conventions, Part 8-4 schoolers phonological awareness, phonemic Part 9-3  Alphabetics—positive awareness, and serial processing/rapid Part 9-4  SSL kit available for $223.49 which naming includes lesson book and  Students participate in 10-20 minute instructor’s guide daily lessons in a small group or individually  Teachers use the model-lead-test instructional format Success for All  Johns Hopkins University/Success  Comprehensive school reform model http://www.successforall.net Part 5-4 for All Foundation  Includes reading, writing and oral Part 7-3  Pre-kindergarten – 8th language development program Part 7-9  Alphabetics—potentially positive  Classroom reading instruction delievered Part 7-10 effects in daily 90 minute blocks to student Part 7-11  Comprehension—mixed effects grouped by reading ability Part 8-4  General reading achievement—  Includes immediate intervention with Part 9-3 potentially positive effects tutors who are certified teachers each Part 9-4  SFA whole school reform program day to those students who are having approximately $80,000 in the first difficulty year, $50,000 in the second year,  Ongoing intensive teacher training is $35,000 in the third year required