Running head: READ 180 ANALYSIS 1

READ 180 Analysis

Specialized Instructional Techniques

Johns Hopkins School of Education

Jillian Lyles, Jasmine McGill, and Araceli Vicuna

READ 180 ANALYSIS 2

Intervention Investigation

Educators must be able to identify and implement effective interventions that address the

diverse needs of scholars with reading complications. Guidance from the National Reading Panel

(2000) report suggests that phonemic awareness, phonics, fluency, vocabulary, and

comprehension are five key components of scientifically-based reading instruction (Kim,

Samson, Fitzgerald, & Hartry, 2010). Because most emergent readers require remediation in

multiple areas, implementing a mixed-method intervention seems to be a possible solution. One

technique that educators in grades 4-12 are using is READ 180. READ 180 is a commonly used

method to literacy instruction that is designed to help struggling readers in grades 412 improve

their word reading efficiency, reading comprehension and vocabulary, and oral reading fluency

(Salvin, Cheung, Groff, & Lake, 2008; Kim, Samson, Fitzgerald, & Hartry, 2010).

The main components of this intervention are individualized computer-assisted

instruction, independent and modeled reading of leveled books, and teacher-directed lessons,

which is why the intervention is referred to as a mixed-method approach. READ 180 is designed

to provide struggling readers with multiple forms for evidenced-based intervention. The

computer-assisted instruction and the leveled reading books allow students to receive

individualized, differentiated instruction. In fact, the computer-assisted instruction adapts in real

time to student performance. The technology adjusts to each students needs to ensure mastery.

Additionally, the computer-assisted instruction and the teacher-directed lessons give students the

opportunity to have fluent reading modeled for them, which has been proven to increase reading

fluency. In all three learning environments students are receiving instruction in vocabulary,

reading, and writing, the three important components of language acquisition and literacy

(Lombardi & Behrman, 2016).

READ 180 ANALYSIS 3

The purpose of this investigation is to examine the effectiveness of a mixed-method

approach to literacy intervention (Kim, Samson, Fitzgerald, & Hartry, 2010). This research has

the potential to determine whether or not investing in such a program that requires a significant

amount resources, in terms of the materials and technology necessary, and a significant time

commitment is effective for struggling readings, specifically English Language Learners.

Implementation

Successful implementation stands as a vital component of any system or teaching

strategy. That is, a teaching strategys success depends on the way it is carried out or

implemented. READ 180, for instance, is most effective when implemented with fidelity

(READ 180: Implementation review, n.d.). Specifically, proper implementation of READ 180

entails adhering to both school-driven and classroom-driven indicators. In other words,

implementing READ 180 requires an understanding of the factors, conditions of both the school

and the classroom.

The first step of implementing READ 180 consists of ensuring the existence of

adequate school-wide conditions needed to assist in carrying out the system. Indeed, whether

focusing on an ELL classroom or a general classroom, the existence of school-wide, general

conditions stands as a prerequisite. School-driven indicators define in detail the necessary

conditions for implementation in terms of scheduling, class size, materials, and technology

(READ 180: Implementation review, n.d.). Specifically, proper implementation of READ 180

consists of classes of 15-21 students that meet daily for 90-120 minutes in classrooms that have

all necessary materials available including fully functioning technology such as, headsets;

software installed; DVD player; CD players (READ 180: Implementation review, n.d.).

Meeting such conditions, naturally, has a direct effect on READ 180s results.
READ 180 ANALYSIS 4

After setting in place the school-wide conditions, the next step in implementing

READ 180 consists of adhering to classroom-driven indicators, which consist of management

and organization, whole group instruction, small group instruction, modeled and independent

reading, and instructional software and data analysis (READ 180: Implementation review,

n.d.). It is at this juncture where individualized attention to specific classroom settings can define

READ 180s effective implementation. Customizing the classroom-driven indicators works

inasmuch such changes adhere to established guidelines. In terms of whole group instruction, for

instance, READ 180s implementation guidelines call for differentiated instruction to meet

individual student needs (READ 180: Implementation review, n.d.). Therefore, in an ELL

classroom, it follows that instructors must acknowledge that students come from different

backgrounds with varying cultures and languages in order use READ 180 in a way that is

individualized to a students needs (Wu & Coady, 2010).

Implementing READ 180 in the classroom consists of general, classroom-wide

guidelines as well as specific, detailed rules proper of individualized instruction. Management

and organization, for instance, stands as an important step in implementing READ 180. Before

proceeding to detailed instruction, instructors must make sure that all, materials and resources

are available for each rotation and that, transitions are smooth, orderly, and well-managed

for independence (READ 180:Implementation review, n.d.). When it comes to whole group

instruction, implementing READ 180 consists of, daily use of rBook Teachers Edition to

guide student learning and developing, appropriate scaffolds provided for student response

to Whole-Group lesson (READ 180: Implementation review, n.d.). Similarly, small group

instruction entails, active involvement of all students during small-group instruction, and
READ 180 ANALYSIS 5

making sure that, students appropriately and fully complete rBook work (READ 180:

Implementation review, n.d.).

In an ELL classroom, the guidelines for modeled and independent reading take on special

importance. Because READ 180 calls for, [a] classroom library [that] is well-organized, with

book levels clearly indicated, where, students select appropriate books and/or eReads based on

interest and reading ability (READ 180: Implementation review, n.d.) the instructor has the

ability to offer books to students based on their background. Once students select their reading

material, they must, read silently or with audio support for the entire rotation followed by,

regular recognition of student reading gains (READ 180: Implementation review, n.d.).

After describing the general characteristics of how to implement READ 180, it helps to

see how it actually works in the classroom. Whole group instruction, instructional technology,

small-group learning, and modeled and independent reading are specifically designed as stations

rotations utilized to facilitate teacher modeling, independent practice and individualized, data-

driven instruction (Implementing READ 180 With Success, n.d.). The instructional model

consists of initiating in a whole-group instruction daily to then swiftly follow through with three

station rotations (Implementing READ 180 With Success, n.d.). Identified as Single Period,

Day A incorporates a whole group instruction suggested at 20 minutes; a complete one station

rotation at 15-34 minutes and wraps it up with whole group instruction, suggested at 5 minutes

(Implementing READ 180 With Success, n.d.). Day B initiates with two station rotations

lasting between 17-27 minutes and wraps whole group at 5 minutes (Implementing READ 180

With Success, n.d.).

After going through the READ 180 process, the final step consists of analyzing the

students performance in the program. By using the READ 180 software daily the students
READ 180 ANALYSIS 6

prepare for SRI tests administered within established testing windows (READ 180:

Implementation review, n.d.). Additionally, after reading an rBook, students must complete an

rSkills Test (READ 180: Implementation review, n.d.). After the students complete the

required tests, the results are analyzed and the data should be shared with administrators

(READ 180: Implementation review, n.d.). As evidenced by the required guidelines for

implementing READ 180, the individualized needs associated with ELL students can fall within

the way the program works. In other words, implementing READ 180 for ELL students consists

of following the same guidelines but adjusting for individualized needs.

Analysis of Practice

The efficacy of the READ 180 program stems from two, research-based facets of being a

balanced literacy program. The first facet thought to contribute to the effectiveness of balanced

literacy programs in general, and more specifically READ 180, is the blending of formerly

opposing teaching philosophies related to increasing student literacy: focusing mainly on word

recognition and focusing primarily on the construction of meaning. By comparison to these two

philosophies, in a balanced literacy program, such as READ 180, students receive both types of

instruction equally. Students are offered learning opportunities that focus on developing literary

skills such as alphabetic principle and phonemic awareness, while also receiving instructional

time dedicated to the development of literature-based skills that contribute to the construction of

meaning such as predicting, drawing inferences, discussing, and requiring students to write about

the texts they read (Lombardi & Behrman, 2016). The READ 180 curriculum is designed to give

struggling readers practice in both types of reading instruction simultaneously throughout the

intervention process with the intention increasing student literacy. Receiving such simultaneous

instruction is beneficial to targeted groups such as English Language Learners, who must learn
READ 180 ANALYSIS 7

the English language and reading skills at the same time to be able to pass standardized test

required for graduation in many states (Lombardi & Behrman, 2016).

The second aspect of balanced literacy programs present in the READ 180 program that

contributes to student increases in literacy skills is the multi-model classroom environment. In

the multi-model classroom environment students receive teacher-led instruction, time for peer

interactions, and time for independent work during every class period (Lombardi & Behrman,

2016). The benefit of this multi-model classroom environment is that it allows the opportunity

for differentiated instruction in all aspects of the curriculum, which is considered to increase

student literacy and performance. Specifically, the teacher can differentiate during the guided

reading process during small-group instruction and each student is provided with texts matched

to their specific reading levels to increase their accuracy, understanding, and fluency (Fountas &

Pinnell, 1996). Providing a text that is challenging, but not above the students capability as a

reader to ensure student engagement and not frustration is tantamount to increasing reading

comprehension (Routman, 2003).

To be implemented to fidelity it is suggested that students participate in the READ 180

curriculum in 90 minute instructional blocks, five times a week, for a minimum of a

semester. The 90 minute instructional blocks allow for students to participate in small group,

teacher led-instruction, peer interactions, and individual work time every day (READ 180,

n.d.). The students must have access to computers, READ 180 Rbooks (or a workbook specific

to English Language Learners), and the READ 180 paperback books that are appropriate to

individual student reading levels to participate in every aspect of the program (Wu & Coady,

2010). To be the most effective class size should be 15-24 students that rotate through the three

stations in groups of 5-8 so that they receive true small group-instruction (READ 180, n.d.).
READ 180 ANALYSIS 8

The participation in all three aspects of the program, for 90-minutes, 5 days a week is essential to

the implementation of the program and receiving results in student progress.

READ 180 is designed to provided Tier 3 intervention to struggling readers whose

reading impacts academic success, English Language Learners, and students with disabilities,

specifically behavioral disabilities (READ 180, n.d.). In terms of demonstrating growth in

reading ability and academic performance, READ 180 has proven to be effective. While majority

of students in READ 180 demonstrate gains, at the secondary level, the program has been

determined to be the most beneficial to English Language Learners enrolled in the program. In a

study conducted by Lombardi and Behrman in 2016, at a school in New Jersey, both English

Language learners and English proficient students demonstrated growth through improved

reading test scores after receiving READ 180 intervention in tenth grade. The English Language

learners demonstrated the most growth and surpassed the student achievement levels of English

Language learners not enrolled in the intervention program. All students who were enrolled in

the program were predicted to fail the high school graduation test at the beginning of the study

and exceeded the pass mark on the high school graduation test administered at the conclusion of

the study (Lombardid & Behrman). While proving that READ 180 does contribute to growth in

student achievement and has positive effects on student literacy, there is a lack of data to indicate

how the READ 180 program compares to other reading intervention programs (READ 180,

n.d.).

Conclusion

READ 180 is strategically designed to improve reading skills within a timeline and its

various protocols, steps and considerations are reflective of a complex network striving to close

the reading gap for scholars. A characteristic of its implementation encompasses teaching
READ 180 ANALYSIS 9

methods generally incorporated in the classroom setting; teacher modeling, independent work

and intervention as well as whole-group and small group teaching. Specifically, the method of

rotation is cyclical in nature which then creates consistency in the learning process itself. Apart

from its implementation, READ 180 is seen as a balanced literacy program as it combines

different teaching philosophies as well as detailed teaching standards of the English language

making it beneficial, productive for English language learners. As highlighted by various

sources, fidelity and consistency to the programs guidelines, in both the data and its delivery,

are the key components in its overall effectiveness for its participants. While data shows that the

READ 180 program leads to student growth, the program is only effective if the school using it

the resources to provide all of the required technological supports and can dedicate the required

time to the program; 90-120 minute periods, which for most schools mean block schedules or

double periods.
READ 180 ANALYSIS 10

References

Fountas, I. C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children.

Portsmouth, NH: Heinemann.

Implementing READ 180 With Success [PDF File]. (n.d.). Scholastic inc. The power of blended

learning. Retrieved from

http://teacher.scholastic.com/products/read180/pdfs/R180_MM_Brochure-singlepg.pdf.

Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a

mixed-methods literacy intervention for struggling readers in grades 4-6: Effects on word

reading efficiency, reading comprehension and vocabulary, and oral reading. Reading &

Writing, 23(9), 1109.

Lombardi, D., & Behrman, E. H. (2016). Balanced literacy and the underperforming English

Language Learner in high school. Reading Improvement, 53(4), 165-174.

READ 180. (n.d.). Retrieved June 28, 2017, from

http://www.intensiveintervention.org/chart/academic-intervention-chart/13650

READ 180: Implementation review [PDF file]. Classroom implementation review, pg.1 4.

Retrieved from

https://www.cssu.org/cms/lib/VT01000775/Centricity/Domain/30/Implementation%20Ch

ecklist.pdf.

Routman, R. (2003). Reading essentials: The specifics you need to teach reading well.

Portsmouth, NH: Heinemann.

Wu, C., Coady, M. R. (2010).The United States is America?: A cultural perspective on READ

180 materials. Language, culture and curriculum, 23(3), 153.