In the supporting RCT, Read Well® was delivered as a mastery-paced core reading program for about three months alongside a 90-minute daily literacy block¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? First-grade English language learners received a minimum of 90 minutes of daily instruction in Read Well® 1 as their core reading program for approximately three months, with pacing dependent on individual mastery. → Read Well® 2010
Evidence¶
Read Well® 2010¶
Read Well®. (2010). WWC Intervention Report. U.S. Department of Education, What Works Clearinghouse. http://store.cambiumlearning.com/resource.aspx?page=ProgramOverview&site=sw&parentId=019005451
q3 · i? · causal · r?
Study characteristics of the Frasco (2008) trial: 36 first-grade ELL students were randomly assigned (17 Read Well®, 19 comparison; two control attrition left 34 analyzed). The comparison group used Macmillan/McGraw-Hill 2003 with the same 90 minutes of daily instruction.
"For approximately three months, students received a minimum of 90 minutes of daily instruction in Read Well ® 1, which was utilized as their core reading program. The pacing depended on the level of mastery for each individual participant, allowing students to accelerate or slow down according to their grasp of the material."
Read Well® 2010 (2)¶
Read Well®. (2010). WWC Intervention Report. U.S. Department of Education, What Works Clearinghouse. http://store.cambiumlearning.com/resource.aspx?page=ProgramOverview&site=sw&parentId=019005451
q3 · i? · causal · r2
The trial was conducted in a rural eastern Colorado elementary school where 61% of students were English language learners and 82% qualified for free and reduced-price lunch; three teachers and four instructional aides received professional development to implement the program.
"The study took place in a rural elementary school in eastern Colorado. English language learners constituted 61% of the school population. Eighty-two percent of the study body qualified for free and reduced-price lunch during the 2007–08 academic school year."
Discussion¶
Related Claims¶
- Teachers and interventionists gave mostly favorable implementation ratings, with over 90% comfortable implementing and finding it supplemented the core program well — related
- Instructional assistants can deliver most Tier 2 small-group reading instruction under the ECRI model — related
- The evidence base for Read Well® with English language learners is small, resting on one randomized controlled trial of 34 students in one school — possibly the same claim (merge candidate)
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
read-well-rct-mastery-paced-core-program-implementation |
title |
In the supporting RCT, Read Well® was delivered as a mastery-paced core reading program for about three months alongside a 90-minute daily literacy block |
description |
In the supporting RCT, Read Well® was delivered as a mastery-paced core reading program for about three months alongside a 90-minute daily literacy block |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — read-well-2010, read-well-2010-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.