Several reviews of programs for struggling readers in elementary school have been completed (Galuschka, Ise, Krick, & Schulte-Körne, 2014; Slavin, Lake, Davis, & Madden, 2011; Wanzek et al., 2016; Wanzek & Vaughn, 2007). However, since those reviews have appeared, many additional studies have been published. In particular, funding supporting this type of rigorous program evaluation has been made available through the Institute for Education Sciences (IES) and Investing in Innovation (i3), and this funding has accelerated the pace of progress in this area. The use of evidence in education has also grown and is now encouraged and even in some cases required by the Every Student Succeeds Act (ESSA). There is high demand for up-to-date information about what programs are effective, particularly for elementary struggling readers. This review builds upon the existing reviews by updating what is known about which effective programs exist for struggling elementary readers. It differs from the more recent of the prior reviews in that it focuses on identifying replicable programs and includes not only supplemental programs (such as tutoring), but also includes studies of effects on struggling readers of class- and school-wide models used with struggling readers.
Louisa, VA: Magnolia Consulting
Year of Study
Wilkerson, S. B. (2008). A study of Pearson’s My Sidewalks program: Final report. Louisa, VA: Magnolia Consulting.