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Accelerated Reader/STAR Reading/Accelerated Vocabulary

www.renlearn.com

Program Description

Accelerated Reader reading management software is a part of the Reading Renaissance suite, a scientifically researched improvement process that is proven to increase the effectiveness of any pre-K-12 reading program.

Reading Renaissance is based on four fundamental concepts:

1. Professional Development: Effective teachers are the key to significant long-term improvement in schools.

2. More Time On-Task: Renaissance teaching strategies enable teachers to give students the practice time they need, and monitor and guide that practice effectively.

3. Focus on Reading Skills: Reading is a core subject in K-12 schools. With improved reading skills, students will perform better in every subject.

4. Learning Information Systems (LIS): Software such as Accelerated Reader, increases teachers’ effectiveness by providing valuable information they can use to individualize instruction for every student.

By bringing together the four components, Reading Renaissance helps educators improve student performance and ensure that all students meet state and district standards.

Reading Renaissance works in all classrooms, Pre-K-12, and for all students – gifted, average, and remedial. In addition, Reading Renaissance supports most curricula and teaching methods. Renaissance software is currently in use in 53,000 schools, and more than 250,000 educators have been trained in Renaissance teaching strategies.

Accelerated Reader is a research-based reading management tool that helps educators motivate and monitor student reading practice. This task-level learning information system provides educators reliable and objective information they can use to individualize instruction for every student, and is designed to:

· Motivate students to read more and better books;

· Provide accurate, actionable information on student reading progress;

· Reduce paperwork for the teacher;

· Enhance curriculum materials;

· Improve student scores on standardized tests and master standards; and

· Help every student become a successful reader.

STAR Reading is a computer-adaptive reading test and database. This achievement-level learning information provides teachers with accurate reading scores for students in grades 1-12 in ten minutes. STAR Reading serves two primary purposes:

1. Provides teachers with quick and accurate estimates of student’s reading skills; and

2. Offers sound estimates of students’ reading abilities relative to national norms.

STAR Reading has been correlated with many norm-referenced examinations, which allows teachers to fine‑tune instruction prior to the next regular testing cycle.

Star Early Literacy is a computer-adaptive assessment and database that helps identify a student’s command of phonemic awareness, phonics, and other readiness and literacy skills in ten minutes. The program provides immediate, accurate, and reliable feedback on each student’s literacy progress.

The content of Star Early Literacy was designed specifically to meet the developmental literacy needs of beginning readers. Validation involved more than 450 schools and over 50,000 students nationwide. The software’s seven content areas are recognized by experts for their critical role in literacy development. The 2,400-item test bank supports recurring formative assessment, and the computer-adaptive technology guarantees that students never see the same test twice.

Accelerated Vocabulary is a research-based program designed to accelerate vocabulary growth and heighten student interest in words. The program reinforces the learning of words that students encounter as they read independently.

Accelerated Vocabulary identifies useful vocabulary words that appear frequently in Accelerated Reader books and places the words in a context that is meaningful to the student.

NOTE: Accelerated Writer is NOT approved for the Nevada List of Effective Remedial Programs.

Evidence of Effectiveness

Alabama – Coosada Elementary School

During the 2000-2001 school year, Coosada participated in the STAR Early Literacy pilot program. The Star Reading test was administered as a pretest between September and December of 2000 to all 303 first-grade students and again as a post-test in May 2001. Data show an increase of 38 percentiles, from a pretest mean percentile rank of 28 to a post-test mean percentile rank of 66 (see chart below). By the end of the year, 282 of the first-grade students had become independent readers.

Florida – Monroe County School District

Since implementing Accelerated Reader and Reading Renaissance district wide in all eight elementary school schools (6,000 students, grades K-8) during the 1998-99 school year, the reading achievement gap narrowed by 57% on the Stanford 9 achievement test. Additionally, all schools received a grade of “A” in reading on the Florida Comprehensive Assessment Test (FCAT). Monroe County Schools’ overall performance on the FCAT was the highest in the state with a grade-point average of 2.75.

Idaho – Horizon Elementary School

Accelerated Reader and Reading Renaissance have had a significant impact on reading improvement at Horizon Elementary School. Reading growth for 500 students in grades one through six increased 2.5 times, from 1.75 normal curve equivalents (NCEs) in 1996-97 to 4.75 and 4.35 in 1997-98 and 1998-99, respectively, for the entire school. In addition, library circulation increased more than 15 times following the introduction of Accelerated Reader in 1994 and Reading Renaissance professional development in 1997.

Nebraska – Elkhorn Valley School

The STAR Reading standardized test was administered to students in grades two through six at the beginning of the school year in August 1999 and again in January 2000. During that time, students read and passed Accelerated Reader quizzes on a total of 12,167 books, for an average of 3.5 books per student per week. Over the five-month period, students increased their reading grade-equivalent level by an average of 1.1 years and their normal curve equivalents (NCEs) by 5.0.

Change in NCEs from August 1999 to January 2000

Grade

Average

NCE Change

11.9

3.2

4.4

2.2

4.7

5.0

North Carolina – Pamlico Middle School

Since implementing Accelerated Reader and Reading Renaissance, Pamlico County Middle School has seen dramatic increase in the percent of students scoring at or above grade level on the reading portion of North Carolina’s End-of-Grade Test. In 1998 and 1999, the school received the honor “School of Distinction,” which is granted to schools in which 80% or more of the students score at or above grade level.

Percent of Students At or Above Grade Level

Grade

1996

1997

1998

1999

63.4

68.5

70.1

74.2

59.3

69.9

77.5

81.5

66.2

71.9

84.9

87.0

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness

·         Phonics

·         Fluency ü

·         Vocabulary ü

·         Comprehension

·         Motivation ü

Correlation to Nevada State Standards

Yes. Correlations are available on the company’s website.

Teacher Support

· Renaissance Professional Development (held on-site or at select locations)

· Web-based training courses and resources

· Renaissance Certification program

· On-site and telephone consulting support

Equipment Requirements

Accelerated Reader is compatible with computers running Windows and with Macs.

Costs

NOTE: Accelerated Reader software has been upgraded to AR Universal. The upgraded version contains the following:

· Reading instruction quizzes to match all new leading textbook series, including McGraw Hill, Houghton Mifflin, Harcourt, and Scott Foresman.

· Recorded-voice quizzes for pre- and emergent readers.

· Reading practice quizzes for self-selected reading on 50,000 trade books.

· Literacy skills tests to assess development of 24 key comprehension and thinking skills.

Cost to upgrade current version is $199 - No support is included with purchase.

Accelerated Reader Superkit with STAR Reading - $2,999; each kit includes:

· Accelerated Reader and STAR Reading software

· Network-wide school site license for up to 200 students

· Software manual

· 12-Month Support Plan that provides toll-free telephone support for 12 months and free replacement of user-damaged CD-ROMs

· 20 Reading Practice Title Disk Sets (up to 1,000 quizzes)

· Great Ways to Motivate Students to Read, a booklet full of motivational ideas that get, an keep, pupils reading

· Five Quick-Reference Cards

STAR Early Literacy - $2,995 for School-Wide License (up to 200 students)

Accelerated Vocabulary - $199 License for 200 Students; $79 Per Student for Expansion; $2.58 Per Quiz

Renaissance Professional Development – See below for on-site seminar prices, based on groups of up to 40 attendees. Prices include consultant travel expenses.

· 501: Reading Renaissance Plus ($3,050 Plus $40 per person): This one-day, introductory reading seminar shows teachers and administrators the ten most important things they can do to dramatically improve reading skills using Accelerated Reader. Attendees learn how to match students to the right books, reduce paperwork, and turn every student into a successful reader. Add hand-on Accelerated Reader software training for up to 30 educators for an additional $1,000.

· 505: The Reading Renaissance Librarian ($3,050 Plus $40 per person): This one-day, on-site seminar teaches librarians strategies and techniques they can use to help every student become a lifelong reader.

· 601: Advanced Reading Renaissance (39 people or less: $5,800 Plus $150 per person; 40 people or more: $8,900 Plus $150 per person): This two-day, on-site seminar goes in-depth with advanced techniques for maximizing student reading growth. Educators lean how to diagnose and solve reading problems, create effective power lessons that make more time for reading practice, and build confidence and fluency using a revolutionary peer-tutoring technique.

· 650: Renaissance Diagnosis & Intervention Workshop ($3,050 Plus $40 per person): This advance one-day, on-site seminar shows educators how to use Accelerated Reader reports to pinpoint and solve reading problems quickly, before students become frustrated.

Accelerated Vocabulary Professional Development - $3,050 Plus $40 per person

On-Site Consulting - $3,600 (one day)

· Follow-up to implementation of the program for troubleshooting and one-on-one work with teachers.

Distance Consulting - $1,500 (one year)

· On-going review and analysis of reports generated through the program

For Information Contact

Kari Van Ert Phone: (866) 846-7323, extension 5305

Sales Support Manager Email: [email protected]

Renaissance Learning, Inc.

P.O. Box 8036

Madison WI 54495-8036

Current Location in Nevada

Nearly every school district has at least one school that has implemented Accelerated Reading, whether or not state remediation funding was used to purchase the program. Please contact individual school or school districts for more information.

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Essential Learning System

www.ceilearning.com

Program Description

Essential Learning System (ELS) is a computer-based language arts program. ELS’ focus is on changing sensory processing in students. Deficiencies in auditory and visual perception, short-term and long-term memory, sequential memory and eye movement coordination can be improved, which leads to better reading skills. ELS stimulates students’ senses by using speech to access the auditory sense, computer screens for visual input and a variety of physical responses to reach motor pathways. By use of repetition, new motor pathways that make learning easier are established. This is called Sensory Integration Training (SIT).

Over 200 structured, interactive lessons support SIT. In fact, ELS instruction should be divided into three sections: memory input, memory recall and application. Memory input comprises the lessons that practice linking visual, auditory and motor information. Memory recall involves computer activities and worksheets that help the student recall information within a useful timeframe. Application is where ELS facilitators assess the comprehension of students.

ELS should be used 45 minutes per day a minimum of four days per week. On the fifth day of instruction, students should target specific reading skills and receive comprehension instruction. Since the ELS program uses both computer exercise and supplemental materials to improve reading, measurement of progress throughout the school year is important. The publisher recommends using the Diagnostic Screening Test: Reading (DST:R).

There is also a management component to the program. The CEI Learning Manager (CLM) unites students’ evaluation, test scores and daily work.

Evidence of Effectiveness

Eagle Pass, Indiana – R.E. Lee Elementary School

This data is from the 2002-2003 school year. The number of students who participated in the ELS lab was 153. Based upon pre-test and post-test data, over 212 lab days, the majority of students gained grade levels in reading. Specifically, in reading comprehensions, 85% of the lab participants gained the equivalent of more than one year of instruction. In the area of instructional reading, 55% of program participants gained more than a year’s worth of vocabulary and decoding skills.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation ü

Correlation to Nevada State Standards

No.

Teacher Support

The cost of teacher/lab facilitator training is included in the software license purchase price. More training can be purchased in addition to that on a per-day basis.

Equipment Requirements

ELS may be run in a networked environment or on a stand-alone basis.

The program requires Windows workstations with audio and video cards, headphones and microphones.

Workstations may be purchased from CEI for $750 each, with a minimum order of four (4) stations. Use of existing school workstations capable of running the software is encouraged.

Costs

Initial room license costs $14,000. Each additional room license costs $7,000. The network version of the software costs $2,500.

The room license includes the following, in addition to the software:

· Training for as many facilitators as recommended to achieve the pupil to instructor ratios ($400 for each additional person being trained beyond that)

· Letter recognition

· Graphic representation of statistical data

· Evaluation materials

· Management system

· Manuals

· Toll free service number

· CEI newsletter

Technical support is required*, and costs $3,500 per year. It includes the following:

· Service visits by CEI educational consultant

· Software and manual updates

· Additional evaluation forms

· Additional training as needed

· Toll free service number

*CEI requires a three-year technical support agreement with a school. State remediation funding does not pay for multi-year programs or agreements. The school will have to pay for additional years if it enters into a multi-year technical support agreement.

For Information Contact

Ben Rodriguez

Creative Education Institute

5000 Lakewood Drive

Waco, TX 76710

(800) 234-7319

Current Location in Nevada

As this is a new program on the List of Effective Remedial Programs, no school in Nevada has purchased this program using state remediation funds.

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Fast ForWord

www.scientificlearning.com

Program Description

The Fast ForWord family is a series of individually adaptive, CD-ROM/Internet-based programs that can be used both together and separately to lay the foundation that helps students make rapid gains in thinking, communication and reading skills – gains that translate to improved motivation, self-esteem, and overall academic success.

For students in grades K-12, the Fast ForWord family of programs can:

· Assess early language and reading skills (Reading Edge)

· Develop early learning and computer skills (Fast ForWord Basics)

· Intensively train the language, listening and learning skills that are pre-requisites for reading (Fast ForWord Language, Fast ForWord Language to Reading, Fast ForWord Middle and High School)

· Help students practice reading with a multi-media reading kit (Fast ForWord Bookshelf)

· Systematically build the reading skills that correlate to school curriculum standards (Fast ForWord Reading, Fast ForWord Advanced Reading)

Use the Internet to track progress and view detailed performance reports for a particular student or an entire classroom. These reports can be shared with students, parents, fellow teachers, or school and district administrators (Fast ForWord Progress Tracker)

In addition, Fast ForWord programs offer a number of support resources, including professional training and development and a Web site that offers parents, educators and other learning facilitators a wide variety of information on the Fast ForWord programs. Fast ForWord programs also offer detailed data on the performance of each individual student.

Fast ForWord products are available to educators as part of a site license package. Designed for students in grades K-12, the Fast ForWord family of products site license package can:

Assess early language and reading skills (Reading Edge)
Develop early learning and computer skills (Fast ForWord Basics)
Intensively develop the language, listening and learning skills that are pre-requisites for reading (Fast ForWord Language, Fast ForWord Middle and High School and Fast ForWord Language to Reading)
Help students practice reading with a multi-media reading kit (Fast ForWord Bookshelf)
Systematically develop the reading skills that lead to fluency and correlate to school curriculum standards (Fast ForWord to Reading)
Help educators use the Internet to track progress and view detailed performance reports for a particular student or an entire classroom (Fast ForWord Progress Tracker)

In addition, each site license package includes a number of support resources, including professional development as well as ongoing customer and technical support.

Evidence of Effectiveness

Numerous independent studies as well as detailed research and outcomes data consistently confirm the effectiveness of the programs. The Education Commission of the States (ECS) designated Fast ForWord as a “Promising Practice in Reading” and the Milken Family Foundation featured Fast ForWord in their report, "Reading Programs that Work.”

Manchester, Tennessee - TerraNova Results

In Manchester, Tennessee, students who used Fast ForWord programs in conjunction with the district’s targeted initiatives, made statistically significant language and reading gains on the TerraNova achievement test, and dramatically exceeded state expectations.

Because strong language skills are the foundation for all learning, students also made statistically significant gains in other TerraNova subjects including math, science and social studies.

Language Comprehension in Students of Low Socioeconomic Status At-Risk for Reading Failure

A comparison of improvements in language comprehension was made between two groups of at-risk students, ages 7 to 9, of low socioeconomic status (SES) as classified by the Market Data Retrieval Database. A group of 59 students trained on Fast ForWord Language; the comparison group of 45 students did not participate in an intervention program during the same time period. The results are from the Test of Auditory Comprehension of Language (TACL), a standardized, nationally normed language test that these students completed before and after training on Fast ForWord Language. Results indicate that before training, both groups of at-risk low SES students performed, on average, below their age-expected performance levels. After training, performance for the group that trained on Fast ForWord Language moved within the average range. The comparison group showed some improvement but did not move as far into the average range as the Fast ForWord group. The gains made by the Fast ForWord group were significantly better than the gains made by the comparison group.

Long-Term Improvements in Reading Skills Following Fast ForWord Language Training

After Fast ForWord Language training, students demonstrate improvements in the foundational skills required for fluent reading; results from up to one year after training show that students continue to improve their reading skills over the long term. Improvements in reading skills for more than 100 students in grades K through 6 from schools nationwide were monitored. The results are from the Woodcock Johnson Tests of Achievement-Revised, a standardized, nationally normed reading test that students completed before and after training on the program, as well as six months to one year following training. Results indicate that before training, students performed, on average, toward the lower end of their age-expected performance level. After training, students demonstrated, on average, significant gains in reading skills. Test results directly after Fast ForWord Language training showed that students’ ability to identify letters and words and to identify missing key words moved higher into the average range. In addition, test results 6 months to 1 year after training showed that students continued to develop their improved reading skills.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonicsü

·         Fluency ü

·         Vocabulary ü

·         Comprehension

·         Motivationü

Correlation to Nevada State Standards

Yes. Correlations are available on the company’s website.

Teacher Support

Professional development and ongoing support are critical components of the Fast ForWord family of programs. Fast ForWord professional training ensures that educators have all of the tools they need to offer Fast ForWord programs successfully. Currently there are a number of training options available:

· Fast ForWord Professional Training Seminar – a hands-on seminar and user conference

· Fast ForWord CrossTrain – train on a computer with a self-paced tutorial package

Each of these training options includes:

· A summary of the 25 years of brain research and science behind the Fast ForWord programs.

· Detailed information about the features and uses of each program.

· Step-by-step implementation and administration materials.

Information about student evaluation and candidate selection for Fast ForWord training.

· Ideas for motivating and supporting participants during training.

· A guide to analyzing student performance reports and determining the gains students achieve after Fast ForWord training.

Equipment Requirements

There are no unusual requirements to run Fast ForWord. However, the company provides detailed specifications for computers:

Windows Computers 95, 98, 2000 or NT version 4.0 or higher

· 200 megahertz (MHz) Intel Pentium or compatible processor

· 32 megabytes (MB) or random access memory (RAM)

· 50 MB hard disk space

· 4-speed CD-ROM drive

· 32-bit Windows-compatible CD-ROM driver

· Netscape Navigator version 4.05 or Microsoft Internet Explorer version 4.01

Macintosh Computers

· 120 MHz PowerPC processor

· Mac OS 7.5.5 or higher (Open Transport must be installed and configured)

· 16 MB free RAM with virtual memory turned off

· 50 MB hard disk space

· 4-speed CD-ROM drive

· Netscape Navigator version 4.05 or Microsoft Internet Explorer version 4.01

Costs

Pricing for Full Site License (Site defined as a campus)

Year 1 Pricing: $29,900

Program Details:

Training Programs

Includes unlimited usage for 12 months at one site

30 CDs shipped of each

Fast ForWord Language or Fast ForWord Middle & High School

Fast ForWord Language to Reading

Educational Products

15 Fast ForWord Reading

Fast ForWord Professional Training (CrossTrain)

8 Reading Edge

10 Fast ForWord Basics/30 CDs

1 Fast ForWord Bookshelf

Professional Development

10 single-course Registrations for training during the site license period

Implementation and Training Services

Planning with Implementation team

Proactive phone support for start-up, follow-up, compliance monitoring and data interpretation

Includes analysis of results data

Technical Services

Planning with technical project manager

Technical start-up kit (includes 3 copies of Surveyor software and documentation)

Technical assessment and site readiness review (provided by phone)

Unlimited toll-free access to SLc professional relations, customer service and technical support:

4am-6pm M-F; 7am-3pm Sat. (PST)

Web Resource Center, www.ScientificLearning.com

Year 2 Renewal Pricing:

A variety of renewal “mix and match” options for continued program use, upgrades, professional development services, new products, technical support will be available.

Pricing for Professional Development Products

$49 per single course per single license

For purchases of multiple licenses for a campus or district or department, pricing will be determined depending on numbers of licenses required.

Available courses:

The Reading Brain

The Developing Brain

Language and the Brain

For Information Contact

Caroline Bass, Account Representative Kyle Harris, Account Manager

Scientific Learning Scientific Learning

300 Frank H. Ogawa Plaza 5930 E. Charter Oak Road

Oakland, CA 94612 Scottsdale, AZ 85254

Phone: 1-888-665-9707 x 7030 Phone: (480) 515-5944

Current Location in Nevada

Clark County School District

Detwiler Elementary

1960 Ferrell Street

Las Vegas, NV 89106

Phone: (702) 799-1830

Contact: Gary Namba

Fremont Middle School

1100 East St. Louis

Las Vegas, NV 89104

Phone: (702) 799-5558

Contact: Ben Montoya

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Lexia Learning Systems

www.lexialearning.com

Program Description

Lexia is a computer-based assessment for reading remediation. It uses a framework of Assessment – Instruction – Practice – Reassessment to help struggling readers. Lexia Learning Systems software supports every step in the learning cycle, making each one quicker and more effective by letting the computer take on the repetitive tasks of generating assessment reports, providing correct speech examples, guiding the student through each exercise and correcting student work in real time. The teacher is left to focus on the essential tasks of instruction and management of the learning process.

· Lexia’s assessment software identifies students’ reading strengths and weaknesses in detail, providing reports teachers can use to focus instruction on just the skills that need it.

· Lexia’s reading skills development software provides interactive exercises for students to learn from, and tracks their progress to automatically provide just the material that they are ready for and to report on their progress to teachers.

Students learn to read faster and more effectively when the structure of their language is presented to them. Lexia’s interactive software incorporates the structure of the Orton Gillingham system, a robust, proven approach to teaching reading with a track record of over 50 years of success. Students learn reading skills in sequence, logically building an understanding while gaining fluency and preparing for the next skill.

Lexia’s software is designed to provide the essential first elements of any effective reading program: Phonemic awareness, sound symbol correspondence, and basic decoding skills. The program is an instructional support system, rather than a complete curriculum. Lexia has been used with most of the major core reading programs.

Products offered are as follows:

Lexia Early Reading (ages 4 - 6)
Provides exposure and practice in phonemic awareness and phonological principles in an engaging, age‑appropriate manner.

Lexia Phonics Based Reading (ages 5 - 8)
Hundreds of exercises provide practice in phonemic awareness, sound-symbol correspondence, word‑attack skills, and early comprehension skills.

Lexia Reading S.O.S. (ages 9 - adult)
Designed especially for older students. Activities provide practice in decoding skills, comprehension, structural analysis, vocabulary development, and keyboard skills.

Lexia Inicio a la Lectura (ages 4 - 6)
For the Spanish language, provides exposure and practice in phonemic awareness and phonological principles in an engaging, age-appropriate manner.

Assessment products are as follows:

Quick Reading Test (grades K - 12)
An efficient and informative assessment of student decoding skills. Administered in only 5-8 minutes.

Comprehensive Reading Test (grades K - 12)
A modular, comprehensive assessment. Identifies strengths and weaknesses in student phonemic awareness, decoding, sight vocabulary, comprehension, and retention. Reports on student, class, and school performance.

Evidence of Effectiveness

Texas – Tornillo Elementary School

In the Spring of 1996, Tornillo Elementary School was ranked around the 15^th percentile in the state of Texas based on the scores of its students on the Texas Assessment of Academic Skills (TAAS). Lexia’s Phonics Based Reading (PBR) and Reading Plus were installed in April 1996. Every student in grades 1-5 was required to use the PBR software for at least 30 minutes a day staring in the 1996-97 school year. Once a student finished all three levels of PBR, they were required to begin using the Reading Plus software. The school made no other changes during the 1996-97 school year in staff or curriculum other than the software implementation. By the spring of 1997, the school was ranked above the 75^th percentile.

TAAS Results – Tornillo Elementary School

Students	1994	1995	1996	1997	CHG: 96-97
All Students	47.4%	45.3%	53.0%	75.0%	+41.5%
African Amer.	-	0.0%	65.7%	-	-
Hispanic	45.2%	45.1%	51.8%	73.5%	+41.9%
White	-	100.0%	100.0%	-	-
Econ. Disadvan.	47.4%	44.6%	50.0%	76.6%	+53.2%

San Francisco – Marshall Elementary School

During the 1996-97 school years, thirty-one 4^th and 5^th grade students from Marshall Elementary School participated in Lexia’s accelerated learning instruction for seven months. Pre-and post-testing showed average gains in reading skills as follows:

Skill Category	Average Gain
Basic Word Skills	1.3 g.l.e. (grade level equivalent)
Reading Comprehension	1.4 g.l.e.
Oral Vocabulary	2.5 g.l.e.
Spelling and Syntax	0.5 g.l.e

The normal gain for seven months of school would be 0.8 g.l.e

Pre-Test and Post-Test Scores for the 4^th grade and 5^th grade.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

Correlation to Nevada State Standards

Yes. Lexia Early Reading and Lexia Phonics Based Reading are correlated to Nevada’s English Language Arts content standards.

Teacher Support

Teacher guides are included with all Lexia products. In-service training can be arranged separately with the school’s sales representative. Additionally, professional development CDs are available for bulk purchase.

Teaching Reading: Stages and Strategies v1.0 Pricing:
Minimum purchase quantity of five.

5 to 9 CDs		$100. per CD
10 or more CDs		$75. per CD

Park Elementary

931 Franklin Avenue

Las Vegas, NV 89102

Phone: (702) 799-7904

Contact: Emily Fortuna

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Read 180

http://teacher.scholastic.com/read180/index.htm

Program Description

Scholastic’s Read 180 is a comprehensive, research-based reading intervention program proven to raise reading levels and test scores of struggling readers in grades 4 through 12. Read 180 addresses the needs of the struggling reader by providing opportunities to apply, practice, and transfer the skills of reading to other content areas in a meaningful way. The program engages students in the reading process through a mix of direct instruction, software exercises and assessments, and modeled reading.

Read 180 provides opportunities for students to read interesting and meaningful content and to practice developing skills while beginning to see themselves as readers. A collection of audio books offers grade level literature for supported, modeled reading, and a library of paperback books provides access to high-interest, leveled books for independent and small-group reading experiences.

The Read 180 placement test provides an exact starting point and determines the appropriate reading level for each individual. The management system software continuously monitors student learning to determine accuracy and fluency. Learners interact with the software continuously while each individual’s progress is tracked, and instruction in adjusted accordingly.

The management system allows instructors to maintain information on each student, recording scores and reading fluency attained every time a student logs on to the software. The system automatically internalizes the performance results based on the success achieved in each activity. Teachers can identify skills mastered and areas needing improvement for each student, and for the class as a whole. The reporting feature of the Read 180 management system allows teachers to print out individual reports to share with parents or students.

Read 180 is available in three stages. Stage A is intended for upper elementary students, Stage B is for middle school students, and Stage C is for high school students.

A Read 180 class has a 90-minute block, divided as follows:

20 minutes of whole group instruction with the teacher
20 minutes of small group instruction with the teacher
20 minutes of review, practice and assessment on the computer
20 minutes of modeled and independent reading
10 minutes of whole group wrap-up of the day’s lesson

The whole class participates in the first and last sections, and the class rotates through the middle three portions, so that the teacher has time with each small group to assess problems and work on strategies more tailored to the individual or small group. Computer exercises let struggling students work on skills that they especially need to practice, and reading gives them an instant way to apply what they’ve learned during direct instruction.

Evidence of Effectiveness

The development of Read 180 was a collaborative effort between Vanderbilt University and the Orange County, Florida public schools. Orange County schoolchildren were the first to use and test the program, beginning in 1994 and continuing until 1999. Using data from this beginning, Scholastic has refined the program. The program has been available nationally since 1999.

Los Angeles Unified School District – 2000/2001 Efficacy Study

Read 180 was used as a remedial intervention for low-performing 8^th graders n the Los Angeles Unified School District. Students qualifying for the reading/language arts intervention had low grades in English or low scores on the Stanford Achievement Test-9 (SAT-9). The students enrolled in remediation were instructed with Read 180, and their scores on the SAT-9 were higher in both reading and language arts than their peers who had not received Read 180 instruction. Specifically, after program implementation, Read 180 students posted an average reading score (expressed in Normal Curve Equivalents) of 35.2, while regular students had an average reading score of 25.8. In language arts, Read 180 students scored an average of 35.1 while non-remediation students scored an average of 30.4. The study can be questioned in that scores on the SAT-9 in 2000 differed very little for the Read 180 group and the comparison group (32.1 NCEs and 32.4 NCEs, respectively). One might infer that had Read 180 students simply been left with no intervention, they may have scored the same as the other students. Also, though the study notes that many of the 8^th graders from 2000 were repeating 8^th grade over, one also notes that the 2000 cohort is a different group of 8^th graders, with perhaps some overlap. Despite these flaws, it is clear that Read 180 intervention played a role in the increased test scores during 2001 as compared to the non-remediation students. It is interesting to note that in this study, 42% of the students classified as low-performing were considered Limited English Proficient (LEP) and another 27% had been recently reclassified out of LEP. This suggests that Read 180 is suitable as a remediation program targeted at LEP students.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

Correlation to Nevada State Standards

Yes.

Teacher Support

Staff Development

For every purchase of Read 180, Scholastic delivers a one-day implementation and teaching strategies training session for teachers, principals, technology coordinators, and others who may be involved in the program. After a month or two of using Read 180, teachers and reading specialists will have a one-day follow up training session provided by Scholastic Read 180 literacy specialists. Read 180 teachers also can utilize the Scholastic Red online course to ensure that best practices are utilized in the classroom. Teacher guides are included as part of the purchase of any Stage, and there are a variety of teacher resources that may be purchased from Scholastic, separate from those in the program packages.

Equipment Requirements

· Macintosh (G3 600 or G4 450MHz, running OS 9.2 or OS X 10.2 ONLY) or Windows (Pentium 3, 800MHz, running XP) Workstations

· Network -- any commonly available LAN protocol that allows client-server based file sharing, with a 10/100 base-T Ethernet Card recommended

· Peripherals – CD-ROM drives, headphones, microphones, color printers (recommended), cassette players

Costs

Stage A (grades 4-6) $32,700

Stage B (grades 6-9) $32,700

Stage C (grades 10-12) $32,700

*Price includes $1,300 shipping and handling charge

Components Include:

· Installation CDs and guides

· Read 180 Software manual

· Read 180 Reports Guide

· 5 Sets of CD-ROMs

· Phonics/Phonics Strategies/Writing and Grammar Strategies, according to which Stage ordered

· Test-Taking Strategies Book

· Strategies for English Language Learners

· Read 180 Paperbacks:

Stage A: 30 Titles – 5 copies each

Stage B: 40 Titles – 5 copies each

Stage C: 40 Titles – 5 copes each

· Read 180 Audiobooks: 12 Titles – 4 copies each

· Teacher’s Guide

· Teacher’s Resource Book

· Reading Strategies Book

· Instructional Strategies Book

· Welcome to Read 180 Videos

NOTE: Student licenses are permanently owned. When a student exits Read 180, that license or space is then available to enroll a new student in the program.

For Information Contact

Northern Nevada Southern Nevada

Gary Taylor, Sales Representative Diane Feldman-Schoen or Jilliane Griffith

Scholastic, Inc. 10224-1 N. 12^th Place 6364 Kell Lane

811 E. Shady Lake Drive Phoenix, AZ 85020 Las Vegas, NV 89156

Salt Lake City, UT 84106 Phone: (602) 944-0223 Phone: (702) 459-5402

Phone: (801) 463-4937

(800) 724-6527

Current Locations in Nevada

Clark County School District

K 1 2 3 4 5 6 7 8 9 10 11 12

Read Now

www.renlearn.com

Program Description

Read Now is an intervention program designed to expand on the use of Accelerated Reader software. It utilizes whole-class instruction, guided fluency practice, and individual reading, partnered with the Accelerated Reader motivational program and the STAR Reading assessments.

NOTE: Read Now relies heavily on Accelerated Reader and STAR Reading, but the program does NOT include Accelerated Reader and STAR Reading. These programs must be purchased separately from Read Now if the school does not already have them. For a description of those programs, please see the Accelerated Reader entry in this book.

A typical Read Now class would look like this: first, the teacher would read to the whole class, followed by quizzes to assess listening comprehension; second, the class would individually practice fluency using the Fluent Reader software; third, students read books within their zone of proximal development and update their reading logs and take quizzes; fourth, the teacher works with individuals or small groups to reinforce the lessons learned and work on the key components of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary).

Read Now components should be customized to meet each school’s needs. However, a typical implementation bundle includes:

Fluent Reader software
17 Fluent Reader content levels
Accelerated Vocabulary software
Read Now Teacher’s guide
Getting Started with Accelerated Reader and Reading Renaissance
Read Now student folders
Remote installation service
12-month Renaissance Coach

Evidence of Effectiveness

Since Read Now depends on the use of Accelerated Reader and STAR Reading assessments, most of the effectiveness data submitted are from the use of those programs. However, in an early assessment of Read Now, an evaluation of Read Now was conducted at middle schools in four states, including Nevada. Researchers from the University of North Carolina at Charlotte set up a quasi-experimental study, with control groups and treatment groups. In addition, the study had some qualitative data collection aspects. The students participating in Read Now demonstrated improvement in grade equivalent, normal curve equivalent, percentile rank and independent reading scores as compared with the control group. Teacher satisfaction and student confidence also increased, based on the results of questionnaires. These improvements manifested themselves in 12 weeks.

Alabama – Coosada Elementary School

During the 2000-2001 school year, Coosada participated in the STAR Early Literacy pilot program. The Star Reading test was administered as a pretest between September and December of 2000 to all 303 first‑grade students and again as a post-test in May 2001. Data show an increase of 38 percentiles, from a pretest mean percentile rank of 28 to a post-test mean percentile rank of 66 (see chart below). By the end of the year, 282 of the first-grade students had become independent readers.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation ü

Correlation to Nevada State Standards

Yes. Correlations are available on the company’s website.

Teacher Support

The Renaissance Coach is the locus of teacher support for this program. The coach will set up a conference with the school prior to program installation, be at the school for installation and in-service training day(s), and help the teacher(s) determine their book and quiz needs. The coach will also review data transmitted from the school and review it with the teacher(s) and discuss problems and successes with the Read Now implementation.

Renaissance Learning also offers on-site and telephone consulting for an additional fee. Evaluation services for student data are available as well. Renaissance Learning offers seminars to teachers for an additional fee, though none are specific to Read Now. Principals and teachers should go to the website at www.renlearn.com to learn more about professional development offered outside of the typical Read Now implementation. Classes offered are also discussed in the Accelerated Reader entry in this book.

Equipment Requirements

Accelerated Reader is compatible with computers running Windows and with Macs.

Costs

Packages start at $10,995. For an additional cost schools/districts can customize their Read Now purchase to fit their needs.

Common Read Now components and installation - Includes:

· Fluent Reader Software

· 17 Fluent Reader Content Levels

· Accelerated Vocabulary Software

· Read Now Teacher’s Guide

· Getting Started with Accelerated Reader and Reading Renaissance

· Read Now student reading folders

· Remote installation service

· 12 Months of Comprehensive Support and Services, including a Renaissance Coach

Other lesson guides and accessories cost extra.

Professional development options are listed in the Accelerated Reader entry in this book.

For Information Contact

Kari Van Ert

Sales Support Manager

Renaissance Learning, Inc.

P.O. Box 8036

Madison WI 54495-8036

Phone: (866) 846-7323, extension 5305

Email: [email protected]

Current Locations in Nevada

K 1 2 3 4 5 6 7 8 9 10 11 12

Read Right

www.readright.com

Program Description

Read Right is a fundamentally different approach to teaching reading that enables students with reading problems to improve their reading skills in a short amount of time. The philosophy of the program is that “if you can talk, you can learn to read.” The Read Right system integrates knowledge from brain research, learning theory, and reading theory to permanently eliminate reading problem of students. On average, there is a one grade level advancement for every nine hours of tutoring for adults, 13 hours for high school students, 18 hours for middle school students, and 42 hours for elementary students. This program works for everyone, including people who have been diagnosed as dyslexic, developmentally disabled, or with Attention Deficit Disorder (ADD).

Assessing the Student’s Reading

The Read Right assessment process is designed to discover whether the student’s neural network that guides the complex, interactive, integrative process of reading is operating appropriately or not. This is determined by asking the student to read aloud and listening for discrepancies between the student’s oral reading and his or her oral speech (i.e., disruptions in rhythm or tone; pauses or hesitations; excessive self-corrections; etc.). Discrepancies are indicators of an erroneously-operating neural network for reading. The Read Right program structures the environment in such a way that the brain rejects its erroneous neural network for guiding the reading process and replaces it with a correct one. A student leaves the Read Right program when his or her neural network has been restructured to operate appropriately.

Performance-Based Measure

The change in each student’s neural network that occurs as his/her reading skills improve will be documented through a criterion-referenced measure based on an analysis of each student’s oral reading for pre-graded passages. Each student’s symptom profile at entry is revealed by systematically recording and tabulating the characteristics that are heard as the student reads aloud from progressively more difficult passages until the frustration level is reached. These symptoms provide a performance base-line. As the student’s reading abilities improve due to Read Right tutoring, the symptom set that was revealed during the assessment process diminishes in intensity and in frequency of occurrence.

Measure of Ability to Handle Increasingly Complex Text

As the guidance system for reading is being corrected, the student becomes able to read text that is increasingly complex semantically and syntactically. Thus, the “grade level’ at which the learner is able to read increases until the problem is totally eliminated and the student can read smoothly, comfortably, and with understanding anything that he or she has sufficient prior knowledge to be able to understand, regardless of grade level.

Evidence of Effectiveness

Lake Charles, LA – Calcasieu Career

A four-month pilot project was implemented to test the effectiveness of the Read Right methodology in improving the reading skills of “at-risk” students, grades 6 through 12 or GED, at the Calcasieu Career Center. Students at the Career Center are referred from 18 other high schools and middle schools in the school district after they have been expelled or labeled “at-risk.” Most have a history of behavioral and/or attendance problems and some have been categorized as Learning Disabled. Of the 68 students who were given individual reading assessments, all but one displayed reading problems: 35% (n=24) were 1 to 2 years below grade level; 35% (n=24) were 3 to 4 years below grade level; 15% (n=10) were 5 to 6 years below grade level; 8% (n=5) were 7 to 8 years below grade level; and the remaining 7% (n=5) were excellent or near excellent readers.

Upon entry into the program, each student’s oral reading and comprehension were analyzed to determine the severity and frequency of the symptoms of the reading problem at progressively more complex levels of text. Initial placement at the appropriate instructional level for each student was based on this analysis. The correct instructional level is that which the student is able to handle in spite of his or her reading problem. As the student’s improving reading abilities allow him or her to read more complex text, the student is moved into more difficult materials (higher grade-level). The advancement to higher grade-level materials is tracked and reported on a monthly basis. The table below summarizes the shift in reading abilities experienced by all the students who were assessment for entry into the Read Right program. Six of the 67 students who displayed reading problems dropped out of school before attending any tutoring sessions and are not included in the data:

7-8

Years

Below Grade

5-6

Years

Below Grade

3-4

Years

Below Grade

1-2

Years

Below Grade

Near Excellent

Excellent

Before

Read Right

(# of students)

After

Read Right

(# of students)

In addition, 20 of the students were administered the California Achievement Test, Reading Sub-Test #2 (CAT) as a pre- and post-test. The 20 students who were tested averaged 14.6 hours of Read Right tutoring during the 4 month pilot project and gained an average of 2.0 grade levels during that time. This means the average tutoring time required for one grade-level gain was 7.2 hours.

Tacoma, Washington – Sheridan Elementary School

Students who participated in the Read Right eight-week pilot project received a mean of 22 hours of tutoring. Students who participated in the study were selected by each classroom teacher as being most at-risk in reading. The following pre- post-test results were received:

Grade Level

Normal Curve Equivalency

Pre

Post

Gain

Totals –

Primary Grades

232

382

150

Mean Results – Primary Grades

16.6

27.3

10.7

Totals –

Intermediate Grades

296

368

Mean Results – Intermediate Grades

22.8

28.3

5.5

Totals –

All Grades

528

750

222

Mean Results –

All Grades

19.6

27.8

8.2

In order to qualify for national validation by the US Department of Education, a reading program must yield a mean NCE gain of at least 10 in one year of instruction. The primary students in the Read Right Program exceeded that in eight weeks. The intermediate students achieved 55% of that standard of excellence in eight weeks. All students combined achieved 82% of that standard of excellence in eight weeks.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awarenessü

·         Phonicsü

·         Fluency ü

·         Vocabulary

·         Comprehension

·         Motivation ü

Correlation to Nevada State Standards

No.

Teacher Support

· Read Right consultants train teachers to become skilled Read Right tutors. A “train the trainers” component gives advance training to one or more tutors so they can become certified Read Right trainers for the school.

· Periodic site visits by Read Right staff provide opportunities for advanced training, quality assurance activities, collaborative problem-solving, and planning.

· Student activity data is faxed from the project to Read Right System’s central office in Shelton, Washington at the end of each month. This data is entered into a database and analyzed for progress, trends and exceptions and compared to progress at other locations.

· Several management reports are prepared by Read Right staff and are forwarded to appropriate on-site personnel including tutors and administrators shortly after the beginning of each month. The reports not only summarize the previous month’s project activities as a whole, but they also show the activity and progress of each individual student that was tutored during the previous month.

· A monthly tutor newsletter is provided that serves as a training vehicle and provides a format for self-training during tutor meetings.

Equipment Requirements

· Computer for a Read Right computerized tracking system to monitor student progress.

· Read Right library of specially leveled books and tapes.

Costs

For budgeting purposes, there is a one-year program commitment with a renewal option each year.

Investment, Year One

$58,825 Start-Up, Training Visits, Off-Site Support, and Travel Expenses

$7,975 Library and support materials (including 10% shipping and handling)

$66,800 Project Investment Year One

Investment, Year Two

$39,800 Start-Up, Training Visits, Off-Site Support, and Travel Expenses

$39,800 Project Investment Year Two

Investment, Year Three

$8,000 Start-Up, Training Visits, Off-Site Support, and Travel Expenses

$8,000 Project Investment Year Three

For Information Contact

Dee Tadlock

Read Right Systems

310 West Birch, Suite 2

Shelton, WA 98584

Phone: (360) 427-9440

Current Locations in Nevada

Churchill County School District

Gateways to Success High School

P.O. Box 5219

Fallon, NV 89407

Phone: (775) 423-6322

Contact: Shari Smith

Clark County School District

Monaco Middle

1870 N. Lamont Street

Las Vegas, NV 89115

Phone: (702) 799-3670

Contact: Russ Ramirez

Washoe County School District

Traner Middle

1700 Carville Drive

Reno, NV 89512

Phone: (775) 333-5130

Contact: Mike Baumgartner

K 1 2 3 4 5 6 7 8 9 10 11 12

Read XL

http://teacher.scholastic.com/products/readxl/

Program Description

Read XL is a research-based reading improvement program for struggling students in grades 6-8, who are reading one to three years below grade level (NOTE: The program can also be utilized with students up through grade 10, as appropriate). Read XL provides students with high-interest language arts material and educators with a sound instructional curriculum that will raise reading levels and test scores while increasing student motivation to read. Read XL uses a combination of leveled non-fiction texts, audiobooks and CD‑ROMs.

Read XL can be flexibly used in various language arts time blocks, allowing two-thirds of the class time devoted to instructional reading with the teacher and one-third of class time dedicated to independent reading. This suggested format for language arts offers a sound ratio of instructional, modeled and independent reading to support all learning styles.

Read XL can be used to prevent students who are reading below grade level from falling even further behind and also as a transition program for students who are exiting intensive intervention programs, like Read 180.

For Students

Read XL provides engaging reading materials through Anthologies that motivate struggling readers with high-interest content in unique formats. The Student Anthology, which includes plays, stories, articles, debates, and a real-world reading curriculum, is designed to become increasingly more challenging as students progress through the program. Read XL provides student practice books, shared reading titles and leveled text on CD‑ROMS. Paperback libraries and audiobooks are also included to support the independent reading portion of the program.

For Teachers

Read XL provides instructional materials that address the literacy needs and individual learning styles of middle school students who are reading below grade level. The Read XL Teacher’s Guide provides lesson planners, skills and strategies for literacy instruction, language development activities, ESL skills and support, test preparation activities, reading reinforcement skills, assessment tests, and best-practices professional strategies for effective classroom instruction.

Evidence of Effectiveness

Read XL follows in the footsteps of Read 180, which was developed in collaboration with Vanderbilt University and piloted in Orange County, Florida schools for six years. Actual implementation of Read XL was September 2000. Thus far, only anecdotal evidence supports the effectiveness of the program.

Data from the six-year pilot study used to develop the Read XL program is as follows:

1996-97 Pilot Study

During the 1996-97 school year, a large-scale evaluation of the Read 180 program was undertaken. The following data was collected from the Orange County Public School (OCPS) System in Orlando, Florida. A total of 29 schools and 1,853 students are represented in the data set.

The Degrees of Reading Power Test was administered to all students using the Read 180 program. The test was administered in the fall of 1996 and again in the Spring of 1997. In classrooms where the program was implemented as designed, the students spent 20 to 30 minutes, three to four days each week on the program. In addition, students were engaged in other literacy activities (e.g., self-selected reading; guided reading; literacy exploration; etc.).

The following table shows DRP gain scores for students in the National DRP norming group, compared to students in grades 5 through 9 in the OCPS classes using the Read 180 program:

Grade

Time of Testing

National Means

OCPS Means

Difference

Closure

Fall

Spring

Gain

51.80

53.94

2.14

30.47

40.41

9.94

21.33

13.53

7.80

Fall

Spring

Gain

668

55.51

56.63

1.12

38.87

43.60

4.73

16.64

13.03

3.61

Fall

Spring

Gain

595

57.76

61.09

3.33

42.99

49.40

6.41

14.77

11.69

3.08

Fall

Spring

Gain

329

62.93

63.76

0.83

43.79

48.91

5.12

19.14

14.85

4.29

Fall

Spring

Gain

244

63.70

66.30

2.60

45.50

57.66

12.16

18.20

8.64

9.56

As the data show, in all cases the OCPS students made significantly larger gains than did the National norming group. Even expecting that regression toward the mean would occur; the gains made by OCPS students are impressive. For the 9^th grade students, they began the year with DRP scores equivalent to the 4^th grade National norming group. These 9^th grade students ended the 1996-97 school year at a level equivalent to the scores of the 7^th grade National norming group.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awarenessü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation ü

Correlation to Nevada State Standards

No.

Teacher Support

Staff Development

On-Site Staff Development: Fee-based training to be arranged between Scholastic and the participating school.

Equipment Requirements

Stand-Alone System

Windows 95 or later Macintosh

66 MHz 486 or faster processor OS7.1 or later

75MB available hard drive space 68040 processor or faster

16 MB of RAM 75MB available hard drive space

Monitor at least 640 x 480 that can 8 MB of RAM (free)

Network Installation

P166 or better (Windows) or Power PC 120MHz or better (Macintosh)

64 MB RAM

85 MB of available Hard drive space

File-sharing software

Ethernet or token-ring networking

10 base-T Ethernet Card (recommended)

Costs

Elementary Complete Pack - $5,999

· 18,000+ Quizzes

Middle School Complete Pack - $5,299

· 16,000+ Quizzes

High School Complete Pack - $3,199

· 10,000+ Quizzes

Starter Pack - $479

· Program Software – unlimited school-wide license

· 1 Year Technical Support

· 7 Quiz Collections (210 quizzes)

Value Pack - $1,479

· Program Software – unlimited school-wide license

· 1 Year Technical Support

· 34 Quiz Collections (1,020 quizzes)

Super Pack - $2,699

· Program Software – unlimited school-wide license

· Scholastic Reading Inventory Interactive – license for 200 students

· 1 Year Technical Support

· 34 Quiz Collections (1,020 quizzes)

Additional Quizzes

· 30 Pre-selected quizzes may be purchased for $39.95

· Individual quizzes may be purchased for $2.50 each (minimum order of 10 quizzes)

Books

Books from more than 300 publishers are available.

· Receive 30% off all Scholastic titles

· Receive 30% of list price on all rebound books when you order 30 or more

NOTE: If you are currently using the Accelerated Reader program and wish to replace it with Reading Counts, Scholastic will replace the program and quizzes free of charge.

**Add 9% for Shipping and Handling

For Information Contact

Northern Nevada Southern Nevada

Gary Taylor, Sales Representative Diane Feldman-Schoen or Jilliane Griffith

Scholastic, Inc. 10224-1 N. 12^th Place 6364 Kell Lane

School Group Phoenix, AZ 85020 Las Vegas, NV 89156

811 E. Shady Lake Drive Phone: (602) 944-0223 Phone: (702) 459-5402

Salt Lake City, UT 84106

Phone: (801) 463-4937

(800) 724-6527

Current Location in Nevada

No school in Nevada has chosen this program during this state remediation funding cycle.

K 1 2 3 4 5 6 7 8 9 10 11 12

Reading Recovery

www.readingrecovery.org

Program Description

Reading Recovery is an early intervention program designed by Marie M. Clay (1979, 1985) to assist children in first grade who are having difficulty learning to read and write. It is designed to be a short-term intervention and it is not a classroom program. Children eligible for the program are identified by their classroom teachers as the lowest in their class in reading acquisition. Children who are not acquiring reading and writing through regular classroom instruction receive a short-term, individually designed program of instruction that allows them to succeed before they enter a cycle of failure. Reading Recovery is designed to move children in a short time from the bottom of their class to the average, where they can profit from regular classroom instruction. The goal of Reading Recovery is accelerated learning. Children are expected to make faster than average progress so that they can catch up with other children in their class.

Reading Recovery provides one-to-one tutoring, five days per week, 30 minutes a day, by a specially trained teacher. The daily lessons during these 30-minute sessions consist of a variety of reading and writing experiences that are designed to help children develop their own effective strategies for literacy acquisition. Instruction continues until children can read at or above the class average and can continue to learn without later remedial help. Reading Recovery is supplemental to classroom instruction and lasts an average of 12‑20 weeks, at the end of which children have developed a self‑extending system that uses a variety of strategies to read increasingly difficult text and to independently write their own message.

Evidence of Effectiveness

Reading Recovery is a rigorous research program that continuously monitors program results and provides support to participating teachers and institutions. Data is collected on all students who participate in the program.

Reading Recovery has been used extensively in several school districts within the State of Nevada, including Lyon County School District, Humboldt County School District, Pershing County School District, and Washoe County School District. The following provides results received from Lyon County School District regarding the effect of Reading Recovery on student reading achievement, as well as results from other studies conducted around the country:

Lyon County School District, Nevada

Lyon County School District began implementation of the Reading Recovery program during the 1995‑96 school year. The following table provides the number of students served each year and the number/percentage of those students who successfully completed the program at the average reading level of their class:

School Year	# Students Served	# Students Successfully Completed	% Students Successfully Completed
1999-2000	94	71	76%
1998-1999	136	109	80%
1997-1998	142	112	79%
1996-1997	67	50	75%

The following table provides information regarding the continued success of students who successfully completed Reading Recovery as first graders. School year 2000-2001 fifth graders were the first group of students to participate in Reading Recovery in Lyon County. As can be seen from the data, well over half of the students who were successful in first grade remain at the average of their classmates two, three, and four years later. NOTE: About half of the students who participated in the program as first graders are no longer in the school district; therefore, no data is available.

Fall 2000 Grade Level	# of Tested Students At or Above the District Average in Reading	% of Tested Students At or Above the District Average in Reading
Third Grade	40	63%
Fourth Grade	48	69%
Fifth Grade	19	56%
TOTAL	107	64%

Factors Affecting Progress in Reading: Key Findings from a Longitudinal Study, Rowe (1995), Literacy, Teaching and Learning, 1 (2), pp. 57-100

The purpose of this study was to provide information over a four-year period about factors affecting students’ literacy development, with a particular focus on reading achievement, and to identify key factors affecting that development. The sample included 5,092 students and 256 classes in 92 schools. The longitudinal design involved repeated measures nested within classes/schools and repeated measures on schools. The second design involved cross sections of students nested within schools that were changing over time. The measures used for the study included: Primary Reading Survey Test; Test of Reading Comprehension; English Profile; Reading Bands.

Findings indicate that Reading Recovery (RR) students benefited notably from participation. Some RR students were achieving beyond the 80^th percentile level of their Non-RR peers. Lower limits of the distribution for achievement measures were higher for RR students. Gains of RR children seemed to have been sustained in Grades 5 and 6.

Ohio Fourth Grade Proficiency Results for Two Cohorts of Students – The Ohio State University

The purpose of this study was to determine the performance of former RR students on tests of proficiency at fourth grade. Subjects for the study were students served by RR in 1991 (Reading Test N = 2,714; Writing Test N = 2,813) and in 1992 (Reading Test N = 2,994; Writing Test N = 3,002). (NOTE: Of all districts eligible for the study, 69% reported data). The measure used for this study was the Ohio Test of Fourth Grade Proficiency.

Findings indicate that for the 1991-92 cohort, 71% were at or above proficiency in reading and 75% in writing. For the 1992-93 cohort, 76% were at or above proficiency in reading and 69% in writing.

NOTE: This study includes all children served by RR, not just discontinued students.

Summary of Other Findings From Reading Recovery Studies

· Approximately 75-85 % of the lowest 20 % of children served by Reading Recovery achieved reading and writing scores in the average range of their class and received no additional supplemental instruction (Pinnell, DeFord, & Lyons, 1988; National Diffusion Network, 1993; Swartz, Shook, & Hoffman, 1993).

· The progress in reading and writing made by children in Reading Recovery is sustained and their performance in the average band has been measured up to three years after the children were discontinued from the program (Pinnell 1989; Smith- Burke, Jaggar, & Ashdown, 1993).

· Studies have shown Reading Recovery to be more effective in achieving short-term and sustained progress in reading and writing than other intervention programs, both one-to-one tutorial and small group methods (Pinnell, Lyons, DeFord, Bryk, & Seltzer, 1994; Gregory, Earl, & O'Donoghue, 1993).

· Reading Recovery has been found to be cost-effective when compared to remedial reading programs, special education placement, and primary grade retention (Dyer, 1992; Swartz, 1992).

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary

·         Comprehension ü

·         Motivation

Correlation to Nevada State Standards

No.

Teacher Support

Reading Recovery uses a trainer of trainers model. University professors (trainers of teacher leaders) prepare district-level staff developers (teacher leader) who in turn train teachers in the Reading Recovery teaching techniques. This model ensures that Reading Recovery will have the support at the school district and site levels necessary for successful program implementation. It also sets the stage for systemic reform of how we teach reading and writing and how we provide access to good first year teaching for all children.

Experienced teachers are provided professional development in a year-long curriculum that integrates theory and practice and is characterized by intensive interaction with colleagues. Teachers-in-training conduct lessons behind a one-way glass and are observed and given feedback by their colleagues. In addition, Reading Recovery Teacher leaders visit teachers at their sites and help them reflect on and improve their teaching and observing of children. There are three main elements in the Reading Recovery professional development program:

1. Teacher and teacher leaders participate in an extensive training program that combines child development and early literacy theory with practice in the observation and discussion of Reading Recovery lessons that are taught behind a one-way glass. Trained teachers received six hours of university credit for completing the program.

2. Teachers and teacher leaders work with four children in Reading Recovery each day during their training year and in subsequent years. Teachers are observed and coached by teacher leaders during school visits.

3. Teachers and teacher leaders participate in ongoing professional development as long as they continue to teach in Reading Recovery. Teachers are visited and coached, and they participate in in-service training sessions where demonstrations are observed and critiqued using the one-way glass.

Equipment Requirements

Training Site:

One-way glass and sound system, bookcases and lighting*

Evaluation and data collection

Audio/video tapes and materials

Professional library

Communication (phone, mail, fax)

Duplication (forms, reports, etc.)

School Site:

A quiet designated area

Primary table(s)

Chairs

Magnetic chalk/white board

Storage units (for materials)

Costs

Start-up costs for Reading Recovery can be considerable, especially if a Training Site does not already exist in the school district. Fees for establishing a Reading Recovery School Site are approximately $8,000 for the teacher-training year. ($6,000 training fee + $2,000 for books and materials). The fees include teacher training by teacher leader, six hours of university credit, all professional text, assessment materials and children's books. Continuing contact fees in subsequent years is minimal.

NOTE: Lyon County School District and Washoe County School District have Training Sites.

For Information Contact

Dr. Judith Neal, Project Director

Central California Reading Recovery Project

California State University at Fresno

5005 North Maple Avenue

Mail Stop 1202

Fresno, CA 93740-8025

Phone: (559) 278-0223

Current Location in Nevada

No school in Nevada has chosen this program during this state remediation funding cycle.

K 1 2 3 4 5 6 7 8 9 10 11 12

Soar to Success

www.eduplace.com/intervention/soar/

There are two components in Voyager’s Professional Development program. The first component is Launch Training. Launch training is provided at the beginning of the program and typically takes three days. During that time, both Campus Coaches and Teachers receive training that prepares them to effectively begin the Universal Literacy reading program. They learn how to administer the first VIP measures, group their students, set up their classrooms, structure small and large group instruction, and effectively use all curriculum materials.

The second component is Voyager Ongoing Professional Development (OPD). The OPD model provides monthly modules that provide more than 50 additional hours of local coach-facilitated training. Eight modules provide ongoing support for teachers aligned with measures and curriculum activities planned during the year. This “just in time” strategy provides reinforced learning that builds on initial classroom practice and allows teachers to learn what they need, as they need it, throughout the school year.

Additional training days can be purchased for $1,500 per day.

Equipment Requirements

None.

Costs

The cost of the program is $250 annually per pupil in the Universal Literacy System and $400 per person attending the Universal Literacy System training.

For Information Contact

Deanine Nesper

1125 Longpoint Ave.

Dallas, Texas 75247

Phone: (888) 399-1995 ext. 263

Current Location in Nevada

No school in Nevada has chosen this program during this state remediation funding cycle.

K 1 2 3 4 5 6 7 8 9 10 11 12

Waterford Early Reading

www.waterford.org/corporate_pages/Program_ERP.jsp

www.pearsondigital.com/waterfordearlyreading/

Program Description

Waterford Early Reading is a K-2 computer-based reading program; however, for remediation purposes, this program works well with students up to grade 6.

The Waterford Early Reading Program was developed by the nonprofit Waterford Institute, whose mission is to provide every child with the finest education possible through the effective use of technology. Each of the Waterford Early Reading Program’s three levels provides a full year of daily instruction for children. It is designed as a 30-minute daily intervention. The software adapts to each child’s learning pace, thus meeting each student’s individual needs. The Waterford Program also includes books, videotapes and audio cassettes for each child to keep, so that reading can easily extend from school to home.

Level One: Reading Readiness and Emergent Skills

· Build phonological awareness

· Automatically recognize letter names, sounds, and symbols

· Master basic print concepts

· Experience oral and written language through stories, songs, and rhymes

· Expand vocabulary

Level Two: Beginning Reading

· Solidify phonemic awareness

· Blend letter sounds to make words

· Decode pattern words quickly

· Recognize sight words automatically

· Practice comprehension strategies

· Read and listen to a variety of literature and text

· Express ideas in writing

· Understand basic grammar, punctuation, and language rules

· Expand vocabulary

Level Three: Fluent Reading

· Analyze word structure and patterns

· Utilize a variety of comprehension strategies

· Extend reading skills to other content areas

· Understand the steps in the writing process

· Practice grammar, punctuation, and language skills

· Spell pattern and sight words accurately

· Expand vocabulary

· Read aloud fluently and expressively

· Use of word processor

In addition, there is a phonological awareness unit that helps young students recognize that words are made up of phonemes. Phonological Awareness is typically run concurrent with Level One or Level Two. Keyboarding to Read and Write teaches students how to keyboard by touch. Students also develop reading and writing skills by keyboarding high priority words and literature from Level Two. Keyboarding is usually run concurrent with Level Two or Level Three, but after Phonological Awareness. Writing is a menu of writing activities, paint programs, and word processors that allows teachers to devote more classroom time to developing students' writing skills.

Evidence of Effectiveness

Newark, New Jersey

Professors at Rutgers University and Kean College of New Jersey conducted a study during the 1997-98 school year to examine the effectiveness of the Waterford Early Reading Program Level 1 in kindergarten classrooms in Newark, New Jersey. Students in these eight classes plus seven control classes (a total of 265 students) were pre-tested in September and October and post-tested in June using the Waterford Reading Inventory (WRI), the Test of Early Reading Ability- (TERA-2) and the Lindamood Auditory Conceptualization Test.

The evaluation found that students in the experimental classes outperformed students in the control classes on all three of the assessment measures used. Significant results favoring the experimental group were found using the WRI and the TERA-2. Nonsignificant results, favoring the Waterford students were found using the Lindamood test. Highly significant differences were found in favor of the Waterford students’ gain scores in comparison to the control group (p<.001). Significant differences were found in favor of the Waterford students on the TERA-2 (p<.02). Results of the WRI and TERA-2 are listed on the following table. Seventy‑six Waterford students and 55 control students took the WRI; 74 Waterford students and 60 control students took the TERA-2. An NCE (normal curve equivalent) of 50 indicates the national average.

Waterford and Control-Group Comparisons on the Waterford Reading Inventory

(WRI) and the Test of Early Reading Ability-2 (TERA-2)

Newark, New Jersey 1997-98

WRI

Pre-Test Mean Scores (points)

WRI

Post-Test Mean Scores (points)

WRI

Mean Gain Scores (points)

TERA-2

Pre-Test Mean Scores (NCEs)

TERA-2 Post-Test Mean Scores (NCEs)

TERA-2 Mean Gain Scores (NCEs)

Waterford Students

21.99

75.46

59.13

29.70

54.85

26.50

Control-Group Students

27.78

81.12

47.68

37.23

56.19

17.62

Riverdale, Georgia

Church Street Elementary School has over 1000 students. It has a high attendance rate (95%) but also a high transiency rate of 30-45%. To measure the achievement of students using Waterford, the school used the STAR test. Kindergarten students were pre-tested in August 2002 and post-tested in March 2003. The STAR results indicated that the Waterford students were scoring at the transitional reading level by March. Historically, before Waterford was introduced, students at Church Street did not reach this reading level until the end of the school year. First and second grade students were also pre-tested in August 2002 and post-tested in March 2003. The average STAR Normal Curve Equivalent (NCE) score increased 14.7 points, a bigger gain than among students not using Waterford.

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation ü

Correlation to Nevada State Standards

Yes.

Teacher Support

For new users, one of the following training packages is required:

Best Practices New User -- $4,500

Includes two (2) days of on-site training plus one (1) on-site follow-up visit

Best Practices New User Training -- $3,900

Includes two (2) days of on-site training plus one (1) remote follow-up visit

Basic New User Training -- $3,000

Includes two (2) days of onsite training OR one (1) day of on-site training and one (1) follow-up visit

Equipment Requirements

Waterford is designed to operate in a networked environment. In a typical Waterford implementation, there would be three computers in a classroom. So, the school should have Windows workstations with sufficient RAM and audio and video capabilities to run Waterford. The computers may also be purchased as part of the Waterford order, if the school does not have suitable workstations already. Peripherals needed include microphones, headphones and printers. Note: Hardware installation will not be done by Pearson Digital Learning as part of a Waterford implementation unless the hardware is purchased through Pearson or a hardware vendor partner of Pearson.

Costs

A typical classroom set up would have the following components. This pricing summary reflects the presence of three computers in a classroom serving 25 students.

Software $10,800

(includes Levels 1, 2 and 3; student management and assessment)

Materials $4,675

(includes 5-pack student materials, Teacher resource center)

Services $3,000 - $4,500

(one of the training packages described above)

Support $2,000

(includes Basic Tech Support plus field technician when required

for peer to peer deployment)

Hardware if necessary

Single Waterford Early Reading levels may be purchased individually as well – prices for each level range from $2,700 to $3,600. Version upgrades from an old version to the current version of Waterford cost between $270 and $360. If a school adds the new curriculum to the software upgrade, the cost goes to $900. Technical support packages are sold per site annually, and there are three tech support options to choose from. Print materials also may be purchased separately.

For Information Contact

Greg Barry

Pearson Digital Learning

3327 E. Jerome Avenue

Mesa, AZ 85204

(480) 926-7002

Email: [email protected]

Current Location in Nevada

Clark County School District

Kelly Elementary

1900 North J Street

Las Vegas, NV 89106

Phone: (702) 799-4750

Contact: Rod Knowles

Washoe County School District

Mariposa Academy Charter

3925 Neil Road

Reno, NV 89502

Phone: (775) 826-4040

Contact: Aida Tadeo

K 1 2 3 4 5 6 7 8 9 10 11 12

Wilson Reading System

www.wilsonlanguage.com

NOTE: Must be implemented as prescribed by the vendor; this is not the Edison Schools version of the Wilson Reading program.

Program Description

The Wilson Reading System (WRS) is a research-based reading and writing program. It is complete curriculum for teaching decoding and encoding (spelling) beginning with phoneme segmentation. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. The language system of English is presented in a systematic and cumulative manner so that it is manageable to the student. It provides an organized, sequential system with extensive controlled text to help teachers implement a multisensory structures language program.

The Wilson Reading System is designed for use with individuals who have difficulty with written language in the areas of decoding and spelling. The program is generally taught to students beginning with the upper elementary grades, through adult. Many students who benefit from WRS have deficiencies in phonologic awareness and/or orthographic processing which makes it challenging to learn to read and spell without an explicit, systematic, and multisensory approach. The Wilson Reading System specifically addresses the learning style of students with a language based learning disability; however, it is beneficial to any student lacking basic reading and spelling skills.

The basic purpose of the WRS is to teach students fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, it also includes sight word instruction, vocabulary, oral expressive language development and comprehension. Throughout the program, a ten-part lesson plan, designed to be very interactive between teacher and student, is followed. The lessons progress from easier to more challenging tasks for decoding and then spelling. The system ends with fluency and comprehension work.

The Wilson program has twelve steps. Steps One and Two emphasize phonemic segmentation skills (i.e., the ability to separate the sounds in a word) and blending the sounds together again. Beginning in Step Three, polysyllabic words are used and the student is systematically taught to segment syllables in words. Steps Four through Six teach vowel-consonant-e syllables, open syllables, suffix endings, and consonant-/e syllables. The students have extensive practice with controlled vocabulary for decoding and spelling application. Comprehension is addressed with vocabulary work and through the development of visualization skills with the reading of literature to students. Master, including fluent application, is required for progression at each step. Instruction after Step Six combines continued “word attach” and spelling work with comprehension and an emphasis on the application of skills with non-controlled text as well as controlled text. In Steps Seven through Twelve, complex work structure is taught.

Highlights of the Wilson pedagogy are as follows:

· Direct: Students learn through straightforward, experiential learning, addressing head-on the concepts that govern the structure of written English.

· Structured: The Twelve Steps of the WRS guide the student through the pitfalls of decoding and encoding in English, teaching them to trust the English language as a reliable system.

· Cumulative: Students work from sounds to syllables to words to sentences to stories to books, learning the structure of English through constant repetition and review. Each step builds on the previous one.

· Multisensory: Students learn by hearing sounds, manipulating color-coded sound, syllable, and word cards, by performing finger-tapping exercises, writing down spoken words and sentences, reading aloud, repeating what they have read in their own words, and hearing others read it as well. Skills and knowledge are reinforced verbally, aurally, tactually, and visually.

· Integrated: The WRS is organized around the six syllable types found in English; sounds are taught only as they relate to the syllable being studied. Lessons cover only those concepts being taught, with prior lessons being reinforced. Similarly, all Wilson materials and texts are phonetically controlled containing word lists, sentences, and paragraphs that incorporate only the elements of word structure taught in or up to the corresponding lesson.

Evidence of Effectiveness

The following data were collected from Wilson tutors in training at multiple sites across the United States. Prospective tutors are required to undergo supervision while providing Wilson Reading System services to a child deemed by the respective school system to need remedial assistance. Pre-intervention and post‑intervention test data are collected by Wilson to document efficacy of the Wilson program. The data have been analyzed with the assistance of Frank Wood et al. of Wake Forest University School of Medicine.

Test data usually consist of Woodcock-Johnson Tests of Achievement – Revised or Woodcock Reading Mastery test scores from the reading subtests of those measured.

Effects of Severity on Student Gains

To examine group difference in terms of severity, subjects were divided into three groups on the basis of the pre-test Total Reading Cluster as follows: If cluster scores were 79 or bellows, students were placed in group 1 (n-114); if cluster scores fell between 80 and 89, students were placed in group 2 (n=170); cluster scores falling above 90 resulted in students being placed in group 3 (n=122). The maximum Total Reading Cluster (TRC) standard was 109.

As expected based on group composition, mean pre-test TRC standard scores were significantly different between the three groups. Within each level of severity, statistical analysis indicated that there was significant improvement on all the WRMT measures (all p’s<.0001).

Analysis of differenced between the three groups revealed that each of the three groups significantly differed in the degree of change from pre-test to post-test for the Word Identification, F(d,348)=3.40, p<.04, and Passage Comprehension, F(2,346)=3.97, p<.02, subtests. Follow-up t-tests indicate statistically significant difference between groups 1 and 3 in terms of their improvement from pre-test to post-test with an average of 5.59 standard score points improvement group 1’s Word Identification performance and an average of 3.24 standard score points improvement in group 3’s performance. It is not surprising that the most severe group saw greater improvement (6.76 points) in their Total Reading Cluster than did the least severe group (3.94 points).

Differences by Grade

Efficacy of the WRS was also examined within and across grades. Comparison of pre-test and post-test scores within each grade level revealed statistically significant improvements amount all five WRMT measures for each grade level (all p’s<.001).

Aspects of Reading

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

Correlation to Nevada State Standards

No.

Teacher Support

Wilson Language Training was established in 1992 in order to provide training in the Wilson Reading System. Wilson provides several levels of professional development and support, including a Two-Day Overview Workshop, an Intervention course and Intensive courses with Level I and Level II certification.

Wilson Academy is our online resource for professional development courses, reference and resource material, and networking opportunities to the Wilson Reading System teaching community.

WRS Two–Day Overview Workshop

This ten-hour workshop is designed to introduce individuals to the principles of multisensory structured language education with the Wilson Reading System. A Wilson Trainer introduces general program concepts and provides instruction in the lesson plan format. The Two-Day Overview is the prerequisite for all other WRS professional development.

Wilson / INTERVENTION

The Wilson / INTERVENTION Course, a 12-month subscription in Wilson Academy, is recommended for those implementing our Intervention Model. It is also a perfect refresher course for certified teachers.

This online course guides participants through Steps 1-6 of the Wilson Reading System.

Wilson / INTENSIVE

Level I Certification

The Wilson / INTENSIVE Course (Level I Certification) is a 15-month subscription in Wilson Academy, and is recommended for those implementing our Intensive Model and is required for those seeking Level I Certification.

The Level I Certification course is designed to prepare teachers to effectively implement Steps 1-6 with students reading and spelling below grade level and those diagnosed with a language-based learning disability. Participants will demonstrate mastery of the Wilson lesson plan, including multisensory techniques and effective strategies in a 1:1 setting. Participants will identify the principles of teaching phonemic awareness, decoding, encoding, fluency, vocabulary, and comprehension strategies with the Wilson Reading System.

Level II Certification

Level II Training combines two courses: Group Instruction and Upper Step Instruction. The Group Instruction Course focuses on the implementation of the Wilson Reading System in small group settings. The Upper Step Instruction Course addresses the concepts and procedures of Steps 7-12 of the Wilson program. Each course includes ten seminar hours and an optional practicum. Group Instruction and Upper Step Instruction can be combined or completed separately. Successful completion of both courses with practicum results in Level II certification.

COLLEGE CREDITS

College Credits are offered for an additional fee. One credit is offered for the Two-Day Overview and three credits are offered for Level I as well as Level II training. If you have any general questions, please call Wilson Language Training at (508) 865-5699.

NOTE: During and following training, ongoing assistance is provided via phone support, e-mail, Web Site, videos, and an annual national conference.

Equipment Requirements

None.

Costs

First Year

Starter Set - $149 per teacher (minimum); $459 per teacher (maximum)

Reader Packs - $46 per student

Workbooks - $25 each

Professional Development: $2,000 for up to 25 participants (excluding travel expenses).

For Information Contact

Ed Wilson, Founder

175 West Main Street

Millbury, Maryland, 01527-1441

Phone: (508) 865-5699

(800) 899-8454

Current Location in Nevada

No school in Nevada has chosen this program during this state remediation funding cycle.

	Apple Macintosh	Microsoft Windows
Computer	LC III or better	Intel 486/50 or better
Monitor	256 color capability & 13” screen	VGA or SVGA Graphics
Operating System	System 7.5.3 or better	Windows 95/98 & NT00
Media	CD-ROM	CD-ROM
Input Devise	Mouse & Keyboard	Mouse & Keyboard
Speech Output	Standard (16-bit best)	SoundBlaster (16 or 32 bit best)
Network	Appletalk Ethernet	Windows or Novell
Memory	12 MB RAM	12 MB RAM
Hard Disk Space	15-19 MB	15 MB

Program	Number of Licenses	1	5	10	25	50	Unlimited
*Lexia* Early Reading (ages 4 - 6)	cost per unit	$300	$150	$135	$96	$72	per site
	price	$300	$750	$1,350	$2,400	$3,600	$6,300
*Lexia* Phonics Based Reading (ages 5 - 8)	cost per unit	$400	$200	$180	$128	$96	per site
	price	$400	$1,000	$1,800	$3,200	$4,800	$8,400
*Lexia* Reading S.O.S. (ages 9 - adult)	cost per unit	$500	$250	$225	$160	$120	per site
	price	$500	$1,250	$2,250	$4,000	$6,000	$10,500
Quick Reading Test (grades K - 12)	cost per unit	$400	$160	$120	$80	$56	per site
	price	$400	$800	$1,200	$2,000	$2,800	$4,800
Comprehensive Reading Test (grades K - 12)	cost per unit	$600	$240	$180	$120	$84	per site
	price	$600	$1,200	$1,800	$3,000	$4,200	$7,200

Program	Fall 2001	Spring 2002
Voyager	22.6 (with 13.7 std deviation)	75.1 (17.6 s.d.)
Non-Voyager	70.3 (28.6 s.d.)	83.0 (11.5 s.d.)

Program	Fall 2001	Spring 2002
Voyager	31.6 (with 13.0 std deviation)	38.0 (15.6 s.d.)
Non-Voyager	53.5 (16.5 s.d.)	46.5 (14.7 s.d.)

Concept and vocabulary enhancement	·	·	·
Letter identification, phonological awareness, and expressive language	·	·	·*
Alphabetic principle, including letter and sound correspondence, connections between speech sounds and spellings	·	·	·
Phonemic awareness	·	·	·*
Explicit phonics instruction	·	·	·
Word recognition	·	·	·
Reading fluency	·	·	·
Writing opportunities	·	·	·
Supplementary reading instruction for students with persistent reading difficulties	·	·	·
Comprehension instruction such as summarizing, predicting, and monitoring	·	·	·
Motivation to learn	·	·	·

Alabama – Coosada Elementary School

Florida – Monroe County School District

Idaho – Horizon Elementary School

Nebraska – Elkhorn Valley School

Change in NCEs from August 1999 to January 2000

North Carolina – Pamlico Middle School

Aspects of Reading

Correlation to Nevada State Standards

Current Location in Nevada

K 1 2 3 4 5 6 7 8 9 10 11 12

Essential Learning System

Aspects of Reading

Correlation to Nevada State Standards

Language Comprehension in Students of Low Socioeconomic Status At-Risk for Reading Failure

Long-Term Improvements in Reading Skills Following Fast ForWord Language Training

Aspects of Reading

Correlation to Nevada State Standards

Training Programs

Clark County School District

Texas – Tornillo Elementary School

TAAS Results – Tornillo Elementary School

San Francisco – Marshall Elementary School

Correlation to Nevada State Standards

Clark County School District

Aspects of Reading

Correlation to Nevada State Standards

Staff Development

Alabama – Coosada Elementary School

Aspects of Reading

Correlation to Nevada State Standards

Current Locations in Nevada

Assessing the Student’s Reading

Performance-Based Measure

Measure of Ability to Handle Increasingly Complex Text

Lake Charles, LA – Calcasieu Career

Tacoma, Washington – Sheridan Elementary School

Aspects of Reading

Correlation to Nevada State Standards

Investment, Year One

Investment, Year Two

Investment, Year Three

Churchill County School District

Gateways to Success High School

For Students

For Teachers

Aspects of Reading

Correlation to Nevada State Standards

Staff Development

The Student

The Educator

Andrew Jackson Middle School, Kershaw, SC

Chelmsford, MA

Library Circulation

Aspects of Reading

Correlation to Nevada State Standards

Staff Development

Technical Support

Stand-Alone System

Network Installation

Starter Pack - $479

Value Pack - $1,479

Super Pack - $2,699

Additional Quizzes

Books

Ohio Fourth Grade Proficiency Results for Two Cohorts of Students – The Ohio State University

Summary of Other Findings From Reading Recovery Studies

Aspects of Reading

Correlation to Nevada State Standards

Aspects of Reading

Correlation to Nevada State Standards

Aspects of Reading

Correlation to Nevada State Standards

Aspects of Reading

Correlation to Nevada State Standards

Level One: Reading Readiness and Emergent Skills

Level Two: Beginning Reading

Level Three: Fluent Reading

Newark, New Jersey

Waterford and Control-Group Comparisons on the Waterford Reading Inventory

Riverdale, Georgia