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Promising Program Seal

Quick Reads

Blueprints Program Rating: Promising

Aims to improve the reading fluency and comprehension of elementary students by utilizing grade-level, high-frequency words that reflect appropriate phonics and syllable patterns.

Program Outcomes

  • Academic Performance

Program Type

  • Academic Services
  • Mentoring - Tutoring
  • School - Individual Strategies

Program Setting

  • School

Continuum of Intervention

  • Universal Prevention (Entire Population)

Age

  • Late Childhood (5-11) - K/Elementary

Gender

  • Male and Female

Race/Ethnicity

  • All Race/Ethnicity

Endorsements

  • Blueprints: Promising

Program Information Contact

Pearson - US Learning Services
K12customerservice@pearson.com
1-800-848-9500
www.pearsonschool.com/quickreads

Program Developer/Owner

  • Dr. Elfrieda "Freddy" Hiebert
  • President and CEO of TextProject, Inc

Brief Description of the Program

The QuickReads intervention is designed to increase word reading efficiency and fluency for children in grades 2-6. QuickReads is a repeated-reading program that includes grade-appropriate short, nonfiction passages. Each grade level includes three books with five passages in six content areas (a total of 90 passages per grade level). QuickReads passages are designed to build fluency and comprehension by utilizing grade-level, high-frequency words that reflect appropriate phonics and syllable patterns. QuickReads is designed as a supplemental intervention for classroom or small-group use and comes in print-only and print + technology formats. The recommended classroom instructional routine is to use QuickReads for 15 minutes a day to complete one level in six, 12 or 18 weeks.

See: Full Description

Outcomes

Compared to control students, students with low reading fluency benefitted from a supplemental, para-educator implemented repeated-reading intervention.

Second and third grade students (Vadasy & Sanders, 2008a)

  • gained 2.6 more standard score points on the reading fluency rate
  • gained 1.6 more standard score points on reading accuracy

Fourth and fifth grade students (Vadasy & Sanders, 2008b)

  • gained 3 more standard score points on word comprehension
  • gained 4 more standard score points on passage comprehension
  • had a 3 point advantage on the curriculum-based vocabulary measure

Compared to control students, second- to fifth-grade students benefitted from both formats (print-only and print + technology) of a supplemental repeated-reading intervention (Trainin et al., 2016).

  • oral fluency
  • reading comprehension
  • vocabulary

Race/Ethnicity/Gender Details

Race, ethnic, and gender differences were not a focus of the program evaluations.

Risk and Protective Factors

Risk Factors
  • School: Poor academic performance
Protective Factors
  • School: Instructional Practice

Training and Technical Assistance

Two professional development on-site workshops are offered: Product Implementation is the initial training, and the Fluency workshop can be used as a follow-up during the first or second year of implementation.

QuickReads®: Product Implementation Essentials

A one-day session focuses on the instructional components of the QuickReads® fluency program. Teachers gain an understanding of how the easy three-step instructional routine in the program increases fluency while improving vocabulary and background knowledge for comprehension. The one-day session prepares educators to use the QuickReads® program effectively in their reading instruction.

By the end of the workshop, participants will be able to:

  • Summarize the research behind QuickReads®.
  • Describe the four Ts of QuickReads® and how they are applied in the classroom.
  • Practice administering a QuickReads® lesson after participating in a QuickReads® model lesson.
  • Examine the QuickReads® assessment and monitoring procedures.

Fluency: The Bridge to Comprehension

This one-day workshop provides an overview of the correlation between fluency and reading success. The workshop helps teachers plan and implement fluency strategies and activities into their reading instruction and literacy programs.

By the end of the workshop, participants will be able to:

  • Describe the latest fluency research.
  • List characteristics of fluency development.
  • Integrate instructional strategies for teaching fluency.
  • Demonstrate assessment and monitoring strategies.
  • Analyze data to determine instructional implications.
  • Create activities to implement in the classroom.

Although Quick Reads includes free access to on demand training resources at mypearsontraining.com, on-site training, as well as monthly coaching throughout the intervention, was provided in the research studies.

Brief Evaluation Methodology

Vadasy and Sanders (2008a, 2008b) randomly assigned students with poor reading skills in grades 2-5 to dyads and then randomly assigned dyads to experimental and control conditions. About a dozen schools in each study participated in the randomization, producing samples sizes of 188 and 119. Scores on multiple measures of reading accuracy, fluency, and comprehension were obtained at pretest in the fall of the school year and at posttest in the spring.

Trainin et al. (2016) randomly assigned 76 classrooms (1,484 students) within grade level to three conditions: QuickReads print-only instruction (classroom n = 26), QuickReads print + technology instruction (classroom n = 27), and a control with standard district fluency instruction (classroom n =23). Scores on multiple measures of reading fluency, comprehension and vocabulary were obtained at pretest in the fall of the school year and at posttest in the spring for an analysis sample of approximately 912 students.

References

Trainin, G., Hayden, H. E., Wilson, K., & Erickson, J. (2016). Examining the impact of QuickReads' technology and print formats on fluency, comprehension, and vocabulary development for elementary students. Journal of Research on Educational Effectiveness, 9(1), 93-116. doi: 10.1080/19345747.2016.1164778

Vadasy, P. & Sanders, E. (2008a). Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. Journal of Educational Psychology, 100(2), 272-290.

Vadasy, P. F., & Sanders, E. A. (2008b). Benefits of repeated reading intervention for low-achieving fourth- and fifth-grade students. Remedial and Special Education, 29(4), 235-249.