{{Short description|Reading intervention program}} {{More citations needed|date=February 2024}} '''''READ 180''''' is a reading intervention program in the USA.<ref name=WWC>[https://ies.ed.gov/ncee/wwc/docs/interventionreports/wwc_read180_112916.pdf US Department of Education website, ''WWC Intervention Report'' (2016)]</ref> It was created by the Scholastic Corporation (Scholastic). Its focus is to utilize adaptive technology to improve literacy in students in Grades 4–12 who read at least two years below their grade level.<ref>{{Cite journal |last=Cheung |first=Alan C.K. |last2=Slavin |first2=Robert E. |date=July 2013 |title=Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis |url=https://doi.org/10.1002/rrq.50 |journal=Reading Research Quarterly |volume=48 |issue=3 |pages=277–299 |doi=10.1002/rrq.50 |issn=0034-0553|url-access=subscription }}</ref>
In 2011, Scholastic released its newest version, '''''READ 180'' Next Generation,''' aligned to meet the requirements of the Common Core State Standards Initiative. Scholastic sold ''READ 180'' to Houghton Mifflin Harcourt in 2015.<ref>[http://www.hmhco.com/media-center/press-releases/2015/april/scholastic-acquisition#sthash.uQY0qwGH.dpuf Houghton Mifflin Harcourt to Acquire Scholastic’s Educational Technology and Services Business for $575 Million]</ref>
== History == ''READ 180'' was founded in 1985 by Ted Hasselbring and members of the Cognition and Technology Group at Vanderbilt University. With a grant from the United States Department of Education’s Office of Special Education, Dr. Hasselbring developed software that used student performance data to individualize and differentiate the path of computerized reading instruction.<ref name="Heritage">[http://read180.scholastic.com/pdf/research/read180_Heritage_of_Research_.pdf Scholastic website] READ 180: A Heritage of Research.</ref> This software became the prototype for the ''READ 180'' program.
Between 1994 and 1998, Dr. Hasselbring and his team tested their work in Orange County, Florida. The Orange County Literacy Project used this ''READ 180'' prototype with more than 10,000 students. The ''Journal of Research on Educational Effectiveness'' documented the positive results of this test,<ref name="Slavin">[http://research.scholastic.com/sites/default/files/publications/READ180_ProfessionalPaper_MTSS_2012.pdf Scholastic website] An Alignment Guide (2012).</ref>{{Nonspecific|date=February 2024}} leading to Scholastic partnering with Orange County public schools and Vanderbilt University to license the software, and to launch ''READ 180''.<ref>{{Cite thesis |last=Philonda Chivon |first=Grant |title=Un/Spoken Maps: How Black Women Principals Experience and Respond to Anti-Black Linguistic Racism A dissertation submitted to the faculty of San Francisco State University in partial fulfillment of the requirements for the Degree Doctor of Education In Educational Leadership by Philonda Chivon Grant San Francisco, California October |date=2022 |publisher=San Francisco State University |doi=10.46569/20.500.12680/t435gm63h |url=http://dx.doi.org/10.46569/20.500.12680/t435gm63h|doi-access=free }}</ref>
In 2006, Scholastic released ''READ 180'' Enterprise Edition in collaboration with Dr. Kevin Feldman and Dr. Kate Kinsella. ''READ 180'' Enterprise Edition featured the ''READ 180'' ''rBook'', structured engagement routines for English language learners, and the Scholastic Achievement Manager (SAM).<ref>[https://www.hmhco.com/product-support/content/techsupport/read180/manuals/HMHR180EE_SM_2_6.pdf?srsltid=AfmBOoqc9QNIg8LIREpdeUYmr0l6DSn0gzvYeYsHveQ3RoyBsFhGfduU HMH website, ''READ 180 Enterprise Edition Software Manual'', pages 3 and 5]{{Dead link|date=April 2026}}</ref>
== Program structure == ''READ 180'' is a reading program with the goal of providing differentiated instruction for a diverse classroom.<ref name=":0">{{Cite journal |last1=Kim |first1=James S. |last2=Capotosto |first2=Lauren |last3=Hartry |first3=Ardice |last4=Fitzgerald |first4=Robert |date=June 2011 |title=Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise |url=http://journals.sagepub.com/doi/10.3102/0162373711399148 |journal=Educational Evaluation and Policy Analysis |language=en |volume=33 |issue=2 |pages=183–201 |doi=10.3102/0162373711399148 |s2cid=29054551 |issn=0162-3737 |via=|url-access=subscription }}</ref> The program focuses on reading components including, but not limited to, phonemic awareness, phonological awareness, fluency, vocabulary, and reading comprehension.<ref name=":0" /> ''READ 180'' is specifically designed for students who have been classified as reading below grade-level. The program can be used with all students but has been used most extensively with special education students and students classified as English language learners.<ref name=":1">{{Cite journal |last1=Haines |first1=Marci Lynn |last2=Husk |first2=Kristi L. |last3=Baca |first3=Louise |last4=Wilcox |first4=Brad |last5=Morrison |first5=Timothy G. |date=2018-10-03 |title=Longitudinal Effects of Reading Intervention on Below Grade Level, Preadolescent, Title I Students |url=https://doi.org/10.1080/02702711.2018.1515135 |journal=Reading Psychology |volume=39 |issue=7 |pages=690–710 |doi=10.1080/02702711.2018.1515135 |s2cid=149993245 |issn=0270-2711|url-access=subscription }}</ref> ''READ 180'' provides tools to these students and their teachers to improve their reading performance.<ref name=":1" />
''READ 180'' is a balanced literacy program, which creates an even balance between the time that is devoted to activities based on skills, like phonemic awareness and phonics, and activities based on literature, like making an inference.<ref>{{Cite journal |last1=Lombardi |first1=Daniel |last2=Behrman |first2=Edward H. |date=December 2016 |title=Balanced Literacy and the underperforming English learner in high school |url= |journal=Reading Improvement |volume=53 |issue=4 |pages=165–174 |via=}}</ref>
Teachers begin and end each class session with whole-group instruction, focusing on vocabulary, reading aloud, and a specific comprehension skill (such as key ideas or inferences). Next, students break into one of three rotations: small-group, student application, and independent reading. In the small group, the teacher leads students in small-group instruction, using the ''READ 180'' text called the ''ReaL Book.'' During this time, the teacher monitors reading and differentiates instruction based on students’ needs. While this occurs, other students work independently in the ''READ 180'' student application on computers. The software leads students through six Learning Zones: the Explore Zone, the Reading Zone, the Fluency Zone, the Language Zone, the Writing Zone, and the Success Zone. The final rotation asks students to read independently. As of 2016, students could select from the ''READ 180'' paperback library or digital library.<ref name=WWC />
=== Placement === {{Expand section|Needs more information to link to the subject of the article|date=February 2024}} The Scholastic Reading Inventory (SRI) is a technology-based universal screener and progress monitor. SRI is used to generate a Lexile, or readability level, for each student. The purpose of administering the SRI is to determine if the student is a candidate for intervention. SRI is software that “assesses students’ reading levels, tracks students’ growth over time, and helps guide instruction according to students’ needs.”{{Citation needed|date=February 2024}}
==Effectiveness studies== A study conducted in 2008 looked at finding the best effective reading program through specific evidence-based research.<ref name=":5">{{Cite journal |last1=Slavin |first1=Robert E. |last2=Cheung |first2=Alan |last3=Groff |first3=Cynthia |last4=Lake |first4=Cynthia |date=July 2008 |title=Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis |url=http://doi.wiley.com/10.1598/RRQ.43.3.4 |journal=Reading Research Quarterly |language=en |volume=43 |issue=3 |pages=290–322 |doi=10.1598/RRQ.43.3.4|url-access=subscription }}</ref> The study looked at many different programs as well, READ 180 being one that they chose to research. The study looked at data collected from students of all ages using READ 180, as it can be used in elementary school through high school. The study noted that students showed improvement in reading thanks to READ 180. Part of this is due to the fact that students are receiving more reading instruction, as READ 180 is to be taught in ninety minute class periods, which is longer than the average student receives for reading instruction. The study also found that READ 180 is more successful for middle school and high school students.<ref name=":5" />
Lang, et. al conducted another study regarding READ 180 in 2009.<ref name=":4">{{Cite journal |last1=Lang |first1=Laura |last2=Torgesen |first2=Joseph |last3=Vogel |first3=William |last4=Chanter |first4=Carol |last5=Lefsky |first5=Evan |last6=Petscher |first6=Yaacov |date=2009-04-07 |title=Exploring the Relative Effectiveness of Reading Interventions for High School Students |url=http://www.tandfonline.com/doi/abs/10.1080/19345740802641535 |journal=Journal of Research on Educational Effectiveness |language=en |volume=2 |issue=2 |pages=149–175 |doi=10.1080/19345740802641535 |s2cid=56196321 |issn=1934-5747|url-access=subscription }}</ref> This study explored the effectiveness of reading intervention programs that could be categorized as intensive. The study lasted for a year and looked at twelve hundred ninth-grade students who were in high-risk and moderated-risk groups. The study assigned these students one of four different reading intervention programs. One of those was READ 180, which was assigned to twenty-five percent of the participants. Looking at the results from those students, researchers found an increase in scores on standardized tests, especially for the students classified as moderate-risk. The study also found that READ 180 helped improve students' reading comprehension, as well as help them build fluency.<ref name=":4" />
In 2010, researchers from the University of Florida and the National Sun Yat-Sen University conducted a study on the efficacy of ''READ 180'' for adolescent English language learners in the United States. The study looked at the efficacy of ''READ 180'' in terms of students' reading and cultural needs; specifically, the cultural responsiveness of ''READ 180'' texts and how well this engaged immigrant students. The researchers found that ''READ 180'' helped to improve reading comprehension for the students included in the studies.<ref name=":3">{{Cite journal |last1=Wu |first1=Chiu-hui |last2=Coady |first2=Maria R. |date=July 2010 |title='The United States is America?': a cultural perspective on READ 180 materials |url=http://www.tandfonline.com/action/showCitFormats?doi=10.1080/07908318.2010.494732 |journal=Language, Culture and Curriculum |language=en |volume=23 |issue=2 |pages=153–165 |doi=10.1080/07908318.2010.494732 |issn=0790-8318 |s2cid=144873511|url-access=subscription }}</ref>
In 2022, researchers from Njala University, Freetown Teachers College and Kwame Nkruma University of Science and Technology published the results of a study into the effectiveness of reading interventions for lower primary school students in Sierra Leone. This study was done because students were struggling with reading, a struggle that only increased after schools shutdown due to the COVID-19 pandemic. After schools returned to in-person learning in Sierra Leone, schools began using ''READ 180''. In the study conducted, researchers found that a significant improvement was observed after four weeks, specifically showing a decrease in reading mistakes in elementary school students.<ref name=":2">{{Cite journal |last1=Thulla |first1=Philip F. Y. |last2=Moriba |first2=Samba |last3=Adom |first3=Dickson |last4=Mensah-Gborie |first4=Madiana N. S. |date=2022-07-01 |title=The Rate of Reading Poverty After the COVID-19 Pandemic School Shutdown and Specific Intervention Strategies for Lower Primary School Pupils in the Southern Province and Western Area of Sierra Leone |url=https://jltr.academypublication.com/index.php/jltr/article/view/3560 |journal=Journal of Language Teaching and Research |language=en |volume=13 |issue=4 |pages=689–696 |doi=10.17507/jltr.1304.01 |s2cid=250230054 |issn=2053-0684|doi-access=free }}</ref> The study also stressed a need for schools in Sierra Leone to continue to use ''READ 180'' to allow students to continue to improve.<ref name=":2" />
== References == {{Reflist|close}}
Category:Learning to read Category:Curricula Category:Scholastic Corporation