READ 180 1
READ 180
Casandra Holliday
University of Phoenix
READ 180 2
READ 180
Reading is an essential part of education. The success that comes from reading allots
students the ability to be successful in other academic areas. A student’s ability to read effects
not only their understanding of other academic information, but the self esteem and self image.
The program READ 180 is a reading intervention program that has been developed for the
struggling reader from grades four through high school. The benefit from this program has been
overwhelming and continues to thrive in districts throughout the country. The writer will share
the merits, factors to consider when adopting this program and the outcomes and implications of
the program. The writer will also share different ways to give staff a better understanding of
READ 180’s research and implementation.
Merits of the READ 180 Program
The READ 180 program is a researched-based creative, motivationally driven program
for students’ grades 4-12 who are struggling in reading. The program was created by
Hasselbring and Goin (2004) at Vanderbilt University, and currently marketed by Scholastic
Corporation. The literacy program specifically targets students who have poor reading, writing
and vocabulary skills. The intervention program includes high interest, course tailored literature,
essential reading instructional elements, computer assisted assessments and professional
development for teachers (Slavin, Cheung, Groff & Lake, 2008).
The stage B component of the program supports students in grade 4 or above reading at
l.5 to 1.8 reading level. Students work in teams of 5 within a 90 minute reading block. The
session begins with a 20 minute shared reading and skills segment followed by a rotation of
activities which include: (1) Small-group instruction with the teacher. (2) Demonstrated lessons
or independent reading activities. (3) Computer-assisted instructional reading. The audio books
demonstrate reading strategies in comprehension, vocabulary, fluency, and word-study. The
READ 180 3
program also includes audio books that model word study activities based on subject areas,
comprehension, language skills, and self assessment techniques (Slavin, et al., 2008.).
The Florida Center for Reading research (FCRR, 2006) and the Learning Systems
Institute at Florida State University revealed their findings of a randomized investigative study
on reading interventions for struggling high school students. The high school students were
reading below grade proficiency, levels 1 and 2. High school freshman and sophomores
participated in the study and were assessed on the Florida County Achievement
Test. Level 2 students enrolled in the READ 180 intervention program attained the highest
outcomes. The students scored 35% higher than the control group and 79% higher than the
students enrolled in the other intervention program in the study. READ 180 level I students
scored higher than the anticipated annual growth. The research study revealed that high school
students enrolled in READ 180 intervention programs performed better than other high school
who participated in other instructional reading programs.
Lyon, a teacher at Lake Mary high school, asserts that students who were enrolled in
READ 180 program during the study demonstrated more than one year growth in reading. The
program also helps students to develop confidence in themselves and their achievement abilities.
The research study also revealed that READ 180 had an effect on teacher retention. The data
supports the findings: during 2005-2006, the retention rates of READ 180 teachers were 95%
compared to 75% and 50% for teachers who conducted other intervention programs. The
findings from the FCRR (2006) are astonishing; READ 180 is an effective intervention program
(FCRR, 2006).
Factors to Consider when Adopting the Program
READ 180 4
The globalization of the economy has changed the workplace. Globalization has
developed more services and technology jobs, requiring higher levels of education. Over the past
few years, many manufacturing jobs have decreased significantly, thereby limiting the career
options for students with poor literacy, mathematics, and science skills (Friedman, 2006 as cited
in Felty, 2008).
The inception of the No Child Left Behind Act (NCLB) in 2001, targeted a plan to
reform secondary grade levels in educational institutions. According to Felty (2006), in a
subsequent initiative, such as Jobs for the 21st Century, attention centers on improving the
performance of secondary level students through the following literacy-focused
recommendation: (a) financial resources to school districts for developing initiatives to help atrisk, struggling students, (b) funding for adolescent literacy program grants, and (c) opportunities
for professional development in highly effective instructional practices and interventions. The
middle grades clearly present unique challenges for student learning and adjustment, associated
with the major, psychological, social changes that impact students during these years (Simmons
& Blyth, 1987, as cited in Munoz, Ross & McDonald, 2007).
In the era of No Child Left Behind, real consequences for schools and districts whose
students do not achieve mandated levels of proficiency are being imposed. Schools can no longer
afford to adopt a “wait until the test” approach as a means of monitoring student performance
(Marston, Pickart,Rescley, Heistad, Muyskens, & Tindal, 2007).
Middle school years are a crucial stage of schooling where the range in student
achievement widens and progress for some students slows significantly (Culcan, 2007).
Programs that can improve student reading skills and address the needs of all children such as
READ 180 5
READ 180 significantly improve reading skills for struggling students in middle school (Felty,
2008).
READ 180 is an intensive comprehensive reading intervention program for at risk
readers in grades 4-12 that used direct instruction in reading, writing and vocabulary skills,
technology, and high interest literature to improve the reading achievement of students (Jetton &
Dole, 2004 as cited in Felty, 2008). The research-based intensive intervention model follows a
three-part daily teaching plan. The program allows for teacher-led whole group direct instruction,
three small group rotations (individual computer-adapted instruction using READ 180 software,
data-driven and teacher-led small group instruction and independent reading with audio books
and paperbacks. Irwin and Peterson et al. (2006), as cited by Felty, 2006, high light the two full
day professional training and online reading course. Programs emphasizing that goals can be
reached by adopting a research-based model have proved successful in increasing student
achievement despite only slender proof to date for the models (Marsh & Willis, 2003).
Furthermore, research has stated that reading continues to be the most important
academic skill taught to children in schools today. Research in reading indicates that, the child
who reads well, have a very high probability of achieving success in school (Darby, 1995;
Gersten & Keating, 1995; Carmnine, & Woodward, 1987; as cited by Dolezal, Weber, Evavold,
Wylie & Mclaughlin, 2007). Culcan (2007) contends that the middle school years are a crucial
stage of schooling where the range in student achievement widens and progress for some
students slows significantly.
Outcomes and Implications
The outcomes of reading intervention programs are dependent on the effectiveness of the
teachers in the classroom. There are principles of instructional scaffolding in the classroom that
READ 180 6
are connected to student learning. These principles are ownership, appropriateness, structure,
collaboration, and internalization (Olson & Land, 2008). The teacher must take ownership of the
program as they are teaching the students. If they don’t have ownership or feel that the program
will not work the students will not be successful. The program the teacher is teaching must be
appropriate for their students. If the program that is taught it too difficult or too simple for the
students they will loose interest and the intervention will not be effective. The students will be
more successful if the materials are presented in a logical manner and the teacher is comfortable
presenting the materials. Teachers need to be able to collaborate with other teachers to discuss
issues they may have teaching the program to the students. The last principle is internalization,
which means that control of the program, is transferred over to the teacher and they are able to
implement the intervention program into their own teaching styles. These principles assist the
teacher in successfully implementing an intervention program in their classroom to help students
obtain a higher reading level, which is the goal of Read 180.
Students who receive intervention in reading achieve superior results on posttests of
instructed content. The methods they learn in the intervention programs carry over to other
classrooms to make them successful in all academic areas (Lovett et al., 2008). For a reading
program to be successful it must be accepted by the staff and the teacher must receive adequate
professional development to ensure success. The READ 180 intervention program includes a
variety of teaching methods to meet the needs of a diverse population of students.
The implications of introducing a reading intervention program are that the program
focuses on identifying and providing intervention for student with difficulties in reading. If the
difficulties are caught early enough then they will not become so severe that they are difficult to
correct (Chard et. al, 2008). Correcting reading difficulties is one of the goals of the READ 180
READ 180 7
program. The research based intervention programs for reading are becoming an everyday part
of the education system. It is alarming that students are graduating high school without the
ability to read and schools and teachers are trying to correct this problem with intervention
programs like READ 180.
Developing an Understanding of the Importance of Research in Instructional Decisions
Many staff members are given the chance to review material and decide what material
would be right for the students that will use it. In light of this choice, it is imperative that staff
members research the materials that are chosen for use with students. Read 180 has been pilot
tested and proven to work. It has had positive results through out its use. Many districts are
implementing the use of Read 180 in different grade levels. It is a research based intensive
reading intervention program that uses direct instruction as well as adaptive and instructional
software. When the program proves to be successful at some levels then the district may
purchase more materials for other grade levels. Teachers must understand that importance of
choosing programs that have been proven to work. This program is currently being used in
1,500 schools across the nation (Electronic Education Report, 2002). Due to the additional
assistance from Scholastic with grants writing it is expected that many more schools will be
using the program in the near future (Electronic Education Report, 2002). Understanding the
success of the program is one way to research the program. Looking at the group that is targeted
for the use of the program is also a vital point to be considered. Read 180 services students from
fourth grade to high school (McCaffrey & Minkel, 2003).
Conclusion
Teachers have a wide variety of tools at his or her disposal to use while educating
students. READ 180 is an excellent program that teaches at-risk students to read. Students learn
READ 180 8
how to read using a sequence of events that is engaging, entertaining, and educational for the
student. Students that use this program have the potential to increase his or her reading level in a
short period of time. Teachers that use READ 180 have found it to be extremely helpful in the
classroom, especially with the students that can be hard to teach. Through the activities that the
READ 180 offers the students are able to pay attention easier, complete the tasks before them,
and learn to read more efficiently. READ 180 is one of the many tools that are on the market for
teachers to use to enhance the learning process within his or her classroom.
READ 180 9
References
Culcan, S. J. (2007). Troubling Teacher Talk: The challenge of changing classroom
discourse patterns. Australia educational researcher. 34(2), 7-27. Retrieved October
25, 2008, from EBSCOhost database.
Dolezal, D., Weber, K. P., Evavold, J., .J., Wylie, & McLaughlin, J., F. (2007). The effects of a
reinforcement package for on-task and behavior with at risk and middle school students.
with disabilities. Child & Family Behavior Therapy, 29(2), 9-25. Retrieved October 25,
2008, from EBSCOhost database.
Felty, L. (2007). READ 180 implementation: Read achievement and motivation to read within
an alternative education middle school program (Doctoral dissertation, Immaculata
University, 2007).
Hasselbring, T.S., & Goin, L.I. (2004). Literacy instruction for older struggling readers: What is
the role of technology? Reading & Writing Quarterly, 20(2), 123-144. Retrieved on
October 21, 2008 from ProQuest database
Marston, D., Pickart, M., Reschly, A., Heistad, D., Muyskens, P., & Tindal, G. (2000). Early
literacy measures for improving student reading achievement: Translating research into
practice. Exceptionality. 5(2), 97-117. Retrieved October 25, 2008, from EBSCOhost
database.
McCaffrey, M., & Minkel, W. (2003, May). Reluctant Students Read, and 'Do a 180'. School
Library Journal, 49(5), 38. Retrieved October 26, 2008, from MasterFILE Premier
database.
Read 180 Expansion Tests High School Waters. (2002). Electronic Education Report,
Retrieved October 26, 2008, from Business Source Complete database.
READ 180 10
Ross, S. M., McDonald, A. J., & Munoz, M. (2007). Comprehensive school reform. Journal of
Education for Students Placed At-Risk. 12(2), 167-183. Retrieved October 25, 2008,
from EBSCOhost database.
Slavin, R. E. Cheung, A. Groff, C. & Lake, C. (2008). Effective reading programs for middle and
high schools: A best evidence synthesis. 43(3). pp. 290-322. Reading Research
Quarterly. Retrieved on October 21, 2008 from ProQuest database.