•Read Well is a primary reading curriculum that adjusts to the needs of each student. •K-2+ reading core and intervention programs• Mastery-based and research-validated instructional strategies.•Multiple entry points for placement into appropriate small groups. •A unique sound sequence. •Differentiated instruction with flexible pacing. •Ongoing assessment and progress monitoring. •An instructional framework that addresses the needs of a response to intervention (RtI) model.

What is Read Well?

Read Well is a research-based primary reading curriculum that consists of whole class and small group instruction and independent practice.

Students are placed into small groups based on assessed skills and should acquire mastery before moving on.

Placement

Unique Sound Sequence

Published by SOPRIS WEST Education Services

COST• Instructor Package RWK -- $1,298.00• Student Package -- $2,158.00 (for 24 students)• Instructor Package RW1 -- $1,082.00• Student Package RW1 -- $2,275.00• Instructor Package RW2 -- $1,136.00• Student Package RW2 -- $2,273.00

All Read Well Products Can Be Purchased @

http://www.voyagerlearning.com/readwell/index.jsp

• Whole Group

• Small Group

• Individual Assessment and Practice

Designed to meet the needs of…

Age appropriate whole class instruction

Small group placement determined by assessed skill level

Skills taught to mastery in small group lessons.

Targeted extra practice and reinforcement

Explicit Instruction

Ongoing Assessment

What makes Read Well different? What makes it work?

• Designed to be flexible to meet the needs of all students, regardless of their ability or achievement level

• Small group placement determined by assessed skill level (ORF)

• Skills taught to mastery in small-group instruction, with sufficient, targeted, appropriate extra practice to reinforce skills as needed

• Ongoing assessment to monitor progress and guide pacing

• Daily instruction in phonemic awareness, phonics, vocabulary, comprehension and fluency

• Comprehensive and ongoing professional development  

Implementation

Scheduling options for 120 min/90 min/60 min

(and what is covered during this time)   

  120 minutes: 30 minutes whole class [Read Well ABC Routines, Theme-Related Read Alouds, and Write Well Spelling] and 30 minutes small groups (3) [Classroom teacher with 3 group rotations: 30 mins Teacher-Directed instruction,

30 mins Read Well Independent Work, 30 mins Teacher-Developed Center Activites]

   90 minutes: 60 minute walk-to-read (Teacher and Assistant 45 minutes

directed; 15 minute independent work); plus 30 minute whole-class instruction (Teacher doing Read Well ABC Routines, Theme-Related Read Alouds, and

Write Well Spelling)

60 minutes: walk-to-read with Teacher and no whole-class instruction

Whole Group

Warm-up

(Alphabet Cheers, ABC routines)

Review or Preview decoding,choral reading, repeated reading, themed read

alouds

Write Well Spelling

Small Group

Teacher Directed: Sound Reviews, Exercises, Vocabulary and Story

Reading

Independent:Story Rereading, Comprehension and Skill Activities

• Not a lot of independent study to back up the claim that RW makes improvements in reading performance

• However, Read Well incorporates researched-based practices that have been proven to be effective for diverse learners. • Preplacement Assessment and ongoing Progress Monitoring• Scaffolded Instruction• Explicit Instruction• Targeted Interventions• Teaching to Mastery• And more…

• Sopris West and Cambium Learning (publishers) conducted numerous studies to show Read Well’s effectiveness in diverse school settings. However, these studies do not pass WWC’s threshold (lack comparison, control groups, tests of significance, etc.)

Validation

Validation

IES What Works Clearinghouse

Effectiveness

Read Well® was found to have no discernible effects on reading achievement and potentially positive effects on English language development for elementary school English language learners.

What Teachers Like About Read Well

• Incorporates authentic reading materials that kids are interested in (Arthur, Magic Tree House, etc.)

• Flexible and easy to differentiate• Doesn’t follow strict timelines• Explicit (scripted) instruction• Fits RTI model well (progress monitoring and

varying degrees of intervention)

Sources Cited

Cambium Learning Group/Voyager

www.voyagerlearning.com/readwell

Lisa Elliot, Wildwood Park Elementary.

http://www.slideshare.net/LisaDElliott/read-well

What Works Clearinghouse

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=411