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Definition
Phonics:
Systematic and explicit phonics instruction significantly improves reading
comprehension. (ESEA) |
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How READ 180 Meets the Need
A complete phonics scope and sequence is embedded in the Software
to provide intense and differentiated phonics practice and instruction.
As students work, the Software continually collects data on their word-recognition
proficiency and adjusts instruction.
Instruction is provided through decoding tips with modeled practice
in segmentation, blending, structural analysis, and correct pronunciation.
As students engage in intensive practice of study words, previously
mastered study words and patterns are systematically reviewed.
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Feedback from Customers
“Students come to my high school as non-readers without fundamental
skills in phonics, decoding and vocabulary. When they exit the
READ 180 program, I see them walking around with books in their hands.
READ 180 has taken non-readers and turned them into avid readers.
It has been a wonderful success story for my school.”
—Carol Briggs, Principal, Du Sable High School
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Definition
Phonemic Awareness:
Phonemic awareness instruction helps children learn to read, spell,
and comprehend text. (ESEA) |
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How READ 180 Meets the Need
The READ 180 Software provides individualized phonemic awareness
training based on the assessed needs of each student.
Phonemic awareness is developed both in the context of decoding
(word identification) and encoding (spelling).
Based on individualized assessment, the Software provides training
in segmentation and blending with instruction in letter-sound relationships. |
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Feedback from Customers
”READ 180 stands out because it has the appeal of literature and
also deals with skill development such as word attack and spelling.
It makes the skill-drills less painful compared to other programs.”
—Kathy Triana, READ 180 Teacher, Highview Elementary
School |
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Definition
Fluency:
Fluency develops as a result of many opportunities to practice reading
with a high degree of success. (ESEA) |
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How READ 180 Meets the Need
READ 180 develops fluency through instruction and modeling
by the teacher as well as through Audiobook narration.
All words are defined and key words are translated into Spanish,
Cantonese, Haitian Creole, Hmong, and Vietnamese.
The Software provides continuous scaffolded practice and a wealth
of opportunities for repeated reading of leveled text.
The Paperback library provides leveled books that present age-appropriate,
motivating text that students can read with success.
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Feedback from Customers
“Audio recordings help students improve their fluency and pronunciation.”
—Sherry Pugh, Reading and Recovery Teacher, Calera Elementary School
“The Audiobooks are a hit, particularly for students who may want
to read a book that is at a higher level that they could not read without
the audio support. Students often say, ‘READ 180 makes readingfun.’”
—Keri Jenson, Special Education Teacher, Harding Senior High
School
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Definition
Vocabulary:
Direct instruction of vocabulary related to a text leads to better comprehension.
(ESEA) |
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How READ 180 Meets the Need
Reading Strategies lessons present direct instruction and guided
practice of vocabulary and word study skills.
Vocabulary development is supported through systematic introduction
of content-relevant vocabulary in the Software.
The READ 180 Software builds academic language through a variety
of instructional activities related to high-interest nonfiction passages.
All words are defined and key words are translated into Spanish,
Cantonese, Haitian Creole, Hmong, and Vietnamese.
The READ 180 Audiobooks include a Reading Coach who models
vocabulary strategies through “think alouds” related to engaging
grade-level text.
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Feedback from Customers
”READ 180 Software provides a powerful visual framework for students
to increase their background knowledge, improving their vocabulary and
comprehension skills.”
—Dr. Verna Dobbs, Principal, Ida B.Welles Academy
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Definition
Text Comprehension:
Text comprehension can be improved by instruction that helps readers
use specific comprehension strategies. (ESEA) |
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How READ 180 Meets the Need
The Software uses motivating videos to help students build
mental models that promote text comprehension.
Reading Strategies lessons present direct instruction in comprehension.
Graphic organizers are used to scaffold comprehension in a variety
of contexts.
On Audiobook CDs, the voice of a Reading Coach models comprehension
strategies to demonstrate the strategies and habits of proficient readers.
Comprehension is checked continuously by the Software.
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Feedback from Customers
“The most important benefit of
READ 180 is that it improves reading
comprehension and motivates students to read more. What more can you
ask from a reading intervention program?”
—Karen Ortega, Content Mastery Teacher, Raba Elementary School
“Student comprehension was so poor that they did not understand
what they were reading. The videos in the
READ 180 instructional software
helped my students improve their reading comprehension. Students began
to grasp what they were reading and they soon gained enthusiasm in learning
to read.”
—Carrie Roberts, Reading Teacher, Ridgeview Elementary School
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Definition
Research-Based:
Under No Child Left Behind, the federal government will invest in educational
practices that work—that research evidence has shown to be effective
in improving student performance. (The Facts About...Investing In What
Works, NCLB) |
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How READ 180 Meets the Need
Scientific research base of
READ 180 began in 1985.
After 10 years of product development in clinical and classroom settings,
the program was deployed in Florida’s Orange County Public School system.
Third party efficacy studies show that READ 180 has shown quantifiable
gains across classrooms in the United States.
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Feedback from Customers
“What I like about READ 180 is that it is based upon research
and employs strategies that are beneficial to all learners. It uses
these strategies in a scaffolded and supportive way for children who
are below grade level. READ 180 uses the latest research on how children
learn such as metacognitive strategies, the workshop model of whole-group
instruction, guided practice, student application and Small Group Instruction.”
—Kathy Murphy, Literacy Coach, Rogers Middle School
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Definition
Technology:
Improve student academic achievement through the use of technology in
elementary schools and secondary schools … Ensure that teachers
are able to integrate technology into the curriculum to improve student
achievement. (The Facts About...21st-Century Technology, NCLB)
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How READ 180 Meets the Need
READ 180 intelligent software allows students to work
with computers for mental model development and to practice skills in
comprehension, vocabulary, and spelling.
Software provides differentiated instruction at every level.
As student progress changes, the content level changes accordingly.
Promotes data-driven instruction by providing teachers with
accurate and individualized progress reports, allowing teachers to focus
on specific problem areas during small-group and one-on-one instruction.
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Feedback From Customers
“Technology is such an important part of READ 180 because
it provides visual learners the opportunity to see both a video and
corresponding text. It also presents hands on exercises. I think the
READ 180 technology plays an extremely important role in student
improvement.”
—Betty Lewing, Ninth Grade Reading Teacher, Lufkin High School
“We know that our students are much more comfortable with technology
because they have grown up with it. They are not scared to sit right
down and get right into it. They are used to using it and they do not
find it threatening. They find the computer component exciting, interesting,
and innovative. They are ready to go and do more. It is a great teaching
tool.”
—Karen Krey, READ 180 Teacher, Kenosha,Wisconsin
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Definition
Assessment and Reporting:
Gather specific, objective data through tests aligned with (state) standards;
use test data to identify strengths and weaknesses in the system. (The
Facts About...Getting Results, NCLB) |
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How READ 180 Meets the Need
With a click of a button, teachers and principals will have access
to informative and detailed reports on student progress on an
ongoing basis.
Teachers and principals can easily identify areas of deficiency
well before annual state exams, providing ample opportunity for further
instruction in problem areas.
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Feedback from Customers
“For the teacher, READ 180 gives you all the information you need.
It enables me to direct my small groups better, to focus on their weaknesses.”
—Annie Roller, English Department Chair, Turner Ashby High
School
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Definition
Professional Development:
Supporting teachers means giving them the very best tools—the
best research-based lessons and materials and the best training—to
ensure that no child is left behind. (The Facts About...Good Teachers,
NCLB) |
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How READ 180 Meets the Need
READ 180 provides teachers and school leaders with the skills
they need to implement the latest research-based practices.
Teachers learn to apply new strategies that directly influence
student performance.
Principals and coaches will understand READ 180 assessment
and management tools in order to provide optimal decision-making.
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Feedback from Customers
”READ 180 has provided an excellent resource for curriculum for
our teachers by supporting best practices in instruction.”
—Carol Briggs, Principal, Du Sable High School
”READ 180 helps teachers teach struggling students by giving them
a strong model to follow and giving them a good layout and progression
for teaching reading skills.”
—Karen Krey, READ 180 Teacher, Washington Middle School
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Definition
Parental Involvement:
“…give parents information on academic achievement…”
(The Facts About...Making Gains Every Year, NCLB)
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How READ 180 Meets the Need
READ 180 allows teachers to easily offer parents information
on student progress.
Parent letters showing student progress are available in multiple
languages including: English, Spanish, Cantonese, Haitian Creole, Hmong,
and Vietnamese.
The READ 180 Web site offers parent tips and strategies to
encourage independent reading and student progress.
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Feedback from Customers
“Parents are enthusiastic about the program and like that their
children are getting this type of intensive and individualized support.”
—Pam Zamanis, READ 180 Department Chair, Roosevelt Middle
School
“There is a lot of support for teachers to relay information to
parents and the administration.”
—Wanda Baker, Reading Teacher, Hobbs Middle School
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Definition
Adequate Yearly Progress:
States will establish academic achievement goals by setting academic standards in core subjects and measuring progress using tests alighned to state standards. (The Facts About ... Making Gains Every Year, NCLB)
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How READ 180 Meets the Need
READ 180 curriculum continually provides skill and drill
reinforcement through exercises and tests. Students receive automatic
feedback enabling them to understand their mistakes. This type of practice
will be helpful for local and state exams.
Reporting and assessment tools provided through the Scholastic
Achievement Manager (SAM) allow administrators to monitor AYP by demographic
groups and to aggregate and disaggregate performance data to identify
district needs. SAM provides teachers with detailed understanding of
student strengths and weaknesses, enabling resources to be diverted
to help students in need.
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Feedback from Customers
“The reports in READ 180 provide teachers with everything that
they need to be able to assess where the students are and how they are
progressing. It provides benchmark data for seeing how successful students
are.”
—Verna Dobbs, Principal, Ida B.Welles Academy
“Students have been able to do extremely well in our standardized
testing at the end of the school year.”
—Carol Briggs, Principal, Du Sable High School
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