iRead
Study: Hamilton et al. (2016)

Summary

iRead is a digital, foundational reading program designed to close the achievement gap early, and place all K-2 children on a predictable path to reading proficiently by Grade 3.

Target Grades:
K, 1, 2
Target Populations:
  • Students with learning disabilities
  • English language learners
  • Any student at risk for academic failure
Area(s) of Focus:
  • Print knowledge/awareness
  • Alphabet knowledge
  • Phonological awareness
  • Early decoding abilities
  • Other: Spelling; Fluency; Word Recognition
  • Expressive and receptive vocabulary
  • Listening comprehension
Where to Obtain:
Houghton Mifflin Harcourt
222 Berkeley Street Boston, MA 02116
617-351-5000
www.hmhco.com/iread
Initial Cost:
Contact vendor for pricing details.
Replacement Cost:
Contact vendor for pricing details.

Price varies based on purchase. iRead is available as a perpetual or a subscription model. The purchase of iRead includes Student Licenses and Software, Teacher Licenses and access to the iRead Quick Start (Implementation) Webinar, and the iRead Digital Teacher Portal (which includes Downloadables, Resources, Grouping and Lesson Planning Tools, Reports and Analytics). In addition, a print Professional Guide, Teacher Implementation Guide, Technology Quick Reference book, and Classroom posters are included. Quantities and pricing are dependent on which model is purchased.

Staff Qualified to Administer Include:
  • Special Education Teacher
  • General Education Teacher
  • Reading Specialist
  • Math Specialist
  • EL Specialist
  • Interventionist
  • Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
Training Requirements:
Training not required

The iRead Getting Started course is an interactive, full-day (approximately 6 hour) in-person session that prepares teachers to begin implementing the program with success. Topics covered include program components, research base, student software experience, teaching with routines, and managing learning using the teacher technology. During the session, users will get hands-on experience with the student software and teacher technology using a specially designed simulator.


In order to develop the training manuals and materials for iRead, we incorporated extant research and best practices including iterative design and development. Similar to the iRead program, the content and approach to training teachers on iRead is research-based and reflects current best practices in the field. We are always collecting anecdotal, qualitative, and quantitative information from iRead research field sites, iRead customers, and iRead implementation consultants/coaches. This feedback allows us to continuously refine and improve the program, including the training manuals and materials.

Access to Technical Support:
In addition to embedded Professional Development throughout the teacher materials, there is training and coaching available both in-person and online to make sure the program is implemented with fidelity. HMH also offers technical support for customers.
Recommended Administration Formats Include:
  • Individual students
  • Small group of students
Minimum Number of Minutes Per Session:
20
Minimum Number of Sessions Per Week:
5
Minimum Number of Weeks:
36
Detailed Implementation Manual or Instructions Available:
Yes
Is Technology Required?
  • Computer or tablet
  • Internet connection
  • Other technology: iRead is a digital, foundational reading program. Students access the iRead software individually, and can participate in additional small-group instruction with the teacher. The iRead software determines which students should be grouped together based on ability for small-group instruction using the Groupinator tool. In order to implement iRead, a school/district needs the iRead Software and licenses for teachers and students. HMH Intervention Solutions programs, including iRead, are built using Internet and industry-standard technology in order to provide capacity for high levels of concurrent usage and reliability. They use standard Internet components that simplify setup and optimize issues surrounding student access to servers. Clients run in standard web browsers and connect to servers over HTTP or HTTPS. iRead requires a persistent connection to a server computer hosted by the district or a HMH data center. This server, the SAM Server, combines the functions of an application server (running programs) with a database server (managing and storing data). Installations using more than one SAM Server at the district level may require an additional aggregation server to gather, manage, and store data from across the different SAM Servers (this is not required of districts using a Scholastic data center to host the SAM Server). iRead runs on student and teacher workstations that meet the following requirements: • Browser: Internet Explorer 9.x, 10.x, 11.x; Safari 6.x, 7.x, 8.x; Firefox 32.x; Chrome 37. Browsers must support HTML5. • Operating System: Macintosh OS X 10.8.x through 10.10.x; Windows XP, Windows 7 Professional, Windows 8.x; Chrome OS version 32 or later* • Memory: 4 GB of RAM, based on OS version • Processor: Intel dual-core or later (Power PC Macintosh computers not supported) • Network: Network Interface Cards supporting TCP/IP (wireless networks, including 802.11a, 802.11g, or 802.11n, are supported, but performance may be limited by the network’s bandwidth capacity). • Screen: 1024 x 768 resolution or higher • Plug-ins: Flash 11.4 or later (set to allow the microphone), Adobe Reader or Adobe 
Acrobat 9 or later • Other: Headphone and microphone required for use with iRead. Check hardware documentation for compatible accessories. 


Program Information

Descriptive Information

Please provide a description of program, including intended use:

iRead is a digital, foundational reading program designed to close the achievement gap early, and place all K-2 children on a predictable path to reading proficiently by Grade 3.

The program is intended for use in the following age(s) and/or grade(s).

not selected Age 0-3
not selected Age 3-5
selected Kindergarten
selected First grade
selected Second grade
not selected Third grade
not selected Fourth grade
not selected Fifth grade
not selected Sixth grade
not selected Seventh grade
not selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelth grade


The program is intended for use with the following groups.

not selected Students with disabilities only
selected Students with learning disabilities
not selected Students with intellectual disabilities
not selected Students with emotional or behavioral disabilities
selected English language learners
selected Any student at risk for academic failure
not selected Any student at risk for emotional and/or behavioral difficulties
not selected Other
If other, please describe:

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

selected Print knowledge/awareness
selected Alphabet knowledge
selected Phonological awareness
not selected Phonological awarenessEarly writing
selected Early decoding abilities
selected Other

If other, please describe:
Spelling; Fluency; Word Recognition

Language

selected Expressive and receptive vocabulary
not selected Grammar
not selected Syntax
selected Listening comprehension
not selected Other
If other, please describe:

Reading

not selected Phonological awareness
not selected Phonics/word study
not selected Comprehension
not selected Fluency
not selected Vocabulary
not selected Spelling
not selected Other
If other, please describe:

Mathematics

not selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
not selected Other
If other, please describe:

Writing

not selected Handwriting
not selected Spelling
not selected Sentence construction
not selected Planning and revising
not selected Other
If other, please describe:

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

not selected Physical Aggression
not selected Verbal Threats
not selected Property Destruction
not selected Noncompliance
not selected High Levels of Disengagement
not selected Disruptive Behavior
not selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

not selected Depression
not selected Anxiety
not selected Social Difficulties (e.g., withdrawal)
not selected School Phobia
not selected Other
If other, please describe:

Acquisition and cost information

Where to obtain:

Address
222 Berkeley Street Boston, MA 02116
Phone Number
617-351-5000
Website
www.hmhco.com/iread

Initial cost for implementing program:

Cost
Unit of cost

Replacement cost per unit for subsequent use:

Cost
Unit of cost
Duration of license

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Price varies based on purchase. iRead is available as a perpetual or a subscription model. The purchase of iRead includes Student Licenses and Software, Teacher Licenses and access to the iRead Quick Start (Implementation) Webinar, and the iRead Digital Teacher Portal (which includes Downloadables, Resources, Grouping and Lesson Planning Tools, Reports and Analytics). In addition, a print Professional Guide, Teacher Implementation Guide, Technology Quick Reference book, and Classroom posters are included. Quantities and pricing are dependent on which model is purchased.

Program Specifications

Setting for which the program is designed.

selected Individual students
selected Small group of students
not selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

   3-6

Program administration time

Minimum number of minutes per session
20
Minimum number of sessions per week
5
Minimum number of weeks
36
not selected N/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:

Does the program include highly specified teacher manuals or step by step instructions for implementation?
Yes

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
Yes

If yes, what technology is required to implement your program?
selected Computer or tablet
selected Internet connection
selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
iRead is a digital, foundational reading program. Students access the iRead software individually, and can participate in additional small-group instruction with the teacher. The iRead software determines which students should be grouped together based on ability for small-group instruction using the Groupinator tool. In order to implement iRead, a school/district needs the iRead Software and licenses for teachers and students. HMH Intervention Solutions programs, including iRead, are built using Internet and industry-standard technology in order to provide capacity for high levels of concurrent usage and reliability. They use standard Internet components that simplify setup and optimize issues surrounding student access to servers. Clients run in standard web browsers and connect to servers over HTTP or HTTPS. iRead requires a persistent connection to a server computer hosted by the district or a HMH data center. This server, the SAM Server, combines the functions of an application server (running programs) with a database server (managing and storing data). Installations using more than one SAM Server at the district level may require an additional aggregation server to gather, manage, and store data from across the different SAM Servers (this is not required of districts using a Scholastic data center to host the SAM Server). iRead runs on student and teacher workstations that meet the following requirements: • Browser: Internet Explorer 9.x, 10.x, 11.x; Safari 6.x, 7.x, 8.x; Firefox 32.x; Chrome 37. Browsers must support HTML5. • Operating System: Macintosh OS X 10.8.x through 10.10.x; Windows XP, Windows 7 Professional, Windows 8.x; Chrome OS version 32 or later* • Memory: 4 GB of RAM, based on OS version • Processor: Intel dual-core or later (Power PC Macintosh computers not supported) • Network: Network Interface Cards supporting TCP/IP (wireless networks, including 802.11a, 802.11g, or 802.11n, are supported, but performance may be limited by the network’s bandwidth capacity). • Screen: 1024 x 768 resolution or higher • Plug-ins: Flash 11.4 or later (set to allow the microphone), Adobe Reader or Adobe 
Acrobat 9 or later • Other: Headphone and microphone required for use with iRead. Check hardware documentation for compatible accessories. 


Training

How many people are needed to implement the program ?

Is training for the instructor or interventionist required?
No
If yes, is the necessary training free or at-cost?

Describe the time required for instructor or interventionist training:
Training not required; 1 day of training recommended

Describe the format and content of the instructor or interventionist training:
The iRead Getting Started course is an interactive, full-day (approximately 6 hour) in-person session that prepares teachers to begin implementing the program with success. Topics covered include program components, research base, student software experience, teaching with routines, and managing learning using the teacher technology. During the session, users will get hands-on experience with the student software and teacher technology using a specially designed simulator.

What types or professionals are qualified to administer your program?

selected Special Education Teacher
selected General Education Teacher
selected Reading Specialist
selected Math Specialist
selected EL Specialist
selected Interventionist
selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
not selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
not selected Paraprofessional
not selected Other

If other, please describe:

Does the program assume that the instructor or interventionist has expertise in a given area?
Yes   

If yes, please describe: 

Foundational Literacy

Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
In order to develop the training manuals and materials for iRead, we incorporated extant research and best practices including iterative design and development. Similar to the iRead program, the content and approach to training teachers on iRead is research-based and reflects current best practices in the field. We are always collecting anecdotal, qualitative, and quantitative information from iRead research field sites, iRead customers, and iRead implementation consultants/coaches. This feedback allows us to continuously refine and improve the program, including the training manuals and materials.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
Yes

Can practitioners obtain ongoing professional and technical support?
Yes

If yes, please specify where/how practitioners can obtain support:

In addition to embedded Professional Development throughout the teacher materials, there is training and coaching available both in-person and online to make sure the program is implemented with fidelity. HMH also offers technical support for customers.

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

Hamilton, J., Gray-Adams, K., Chen, E., Poulin Gorga, C., McKithen, C., & von Glatz, A. (2016). iRead Impact Study: Final Report. Rockville, MD: Westat. Unpublished report.

 

Study Information

Study Citations

Hamilton, J., Gray-Adams, K., Chen, E., Poulin, G. C., McKithen, C. & von, G. A. iRead Impact Study: Final Report. Westat. To obtain: Please see the attached iRead QED Impact Study Final Report, filename: iRead QED Final Report August 2016 NCII.

Participants Full Bobble

Describe how students were selected to participate in the study:
Two school districts volunteered to participate in the iRead Early Outcomes QED study. School leaders, recruited the elementary schools, and the independent evaluator (Westat) matched the schools. School principals at the participating treatment and control schools selected one classroom per grade level to participate as data collection classrooms. All students within the selected subsample classrooms were assessed.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
Grade 1 and Grade 2 students performing below the 30th percentile on the Group Reading Assessment and Diagnostic Evaluation (GRADE) pretest were identified as being at risk for academic failure.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Specify which condition is the submitted intervention:
iRead

Specify which condition is the control condition:
Business-as-usual ELA instruction

If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):

Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

Grade Level

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Age less than 1
Age 1
Age 2
Age 3
Age 4
Age 5
Kindergarten
Grade 1 406 345 3.09
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

Race–Ethnicity

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
African American 97 56 0.40
American Indian
Asian/Pacific Islander 61 59 0.00
Hispanic 49 35 0.19
White 166 173 0.05
Other 33 21 0.30

Socioeconomic Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Subsidized Lunch
No Subsidized Lunch

Disability Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Speech-Language Impairments
Learning Disabilities
Behavior Disorders
Emotional Disturbance
Intellectual Disabilities
Other 53 31 0.33
Not Identified With a Disability 354 314 0.35

ELL Status

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
English Language Learner 81 62 0.16
Not English Language Learner 325 283 0.30

Gender

Demographic Program
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Female 215 176 0.22
Male 191 169 0.12

Mean Effect Size

0.46

For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.

Baseline equivalence was not always met. Therefore, student-level GRADE pretests scores were included in the regression analysis model at the student-level. In addition, please note the reported demographic data listed in the table above represents all students enrolled in the subsample study classrooms for whom demographic data was available. This data can be found on page 3 (Table 3c) in the attached supplemental tables, filename: iRead QED Tables NCII.

Design Empty Bobble

What method was used to determine students' placement in treatment/control groups?
Systematic
Please describe the assignment method or the process for defining treatment/comparison groups.
This evaluation utilized a quasi-experimental design to estimate the impact of the iRead supplemental curriculum on reading achievement in grades K-2. The iRead intervention was implemented in school year 2013-2014 in District 1 and from 2014-2015 in District 2. Our combined study sample included a total of 804 students from 48 classrooms in 16 schools. During the one year program implementation, students in both the iRead and comparison classrooms were independently assessed at pre and post with five subtests from the Group Reading Assessment and Diagnostic Evaluation (GRADE) assessment. This evaluation is designed to answer the following confirmatory research question: To what extent is growth in literacy skills achieved by iRead students different from students in a matched sample who do not use iRead? Matching: Schools were matched within district on the previous year’s 3rd grade state standardized reading assessment scores. To the extent possible, we also matched on the percentage of English Language Learners (ELL), students with disabilities and students eligible for Free and Recued Priced Lunch (FRPL) to ensure that groups were comparable on these demographic variables. Baseline Equivalence: Consistent with the What Works Clearinghouse (2014) standards, we conducted baseline equivalence testing on the analytic sample (post attrition) at both the school and student levels. At the school level, 3rd grade state reading scores were used to determine the extent to which schools were equivalent. The baseline difference between the groups was not statistically significant (p = 0.55; effect size = 0.14), demonstrating that baseline equivalence was met. Nevertheless, the school-level 3rd grade reading scores were included in the regression analysis model at the school level. Student GRADE pre-test data were used to determine student level baseline equivalence. We conducted separate analyses for each of the five GRADE subtests to ensure that students in the iRead and comparison groups were equivalent. Table A1 shows that the pre-test differences between the students in the two conditions were not statistically significant, demonstrating that baseline equivalence was also met at the student level The effect sizes for the group differences were all less than 0.25 with p values greater than 0.05. Student-level GRADE pre-test scores were included in the regression analysis model at the student level.

What was the unit of assignment?
Schools
If other, please specify:

Please describe the unit of assignment:
No random assignment - schools were matched in a QED

What unit(s) were used for primary data analysis?
not selected Schools
not selected Teachers
selected Students
not selected Classes
not selected Other
If other, please specify:

Please describe the unit(s) used for primary data analysis:
A multilevel HLM analysis was conducted using student and school data simultaneously

Fidelity of Implementation Empty Bobble

How was the program delivered?
selected Individually
not selected Small Group
not selected Classroom

If small group, answer the following:

Average group size
Minimum group size
Maximum group size

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Weeks
36.00
Sessions per week
2.00
Duration of sessions in minutes
19.00
What were the background, experience, training, and ongoing support of the instructors or interventionists?
Sample Size: iRead=75; Comparison=63 Gender (male): 6%; 6% Age <45: 60%; 79% White: 86%; 82% Black: 4%; 5% Asian: 8%; 8% Hispanic: 6%; 3% Other Race: 1%; 6% Teaching experience <3 years: 11%; 30% Master's Degree: 57%; 70%

Describe when and how fidelity of treatment information was obtained.
The research firm created a custom fidelity tool for the study, which was comprised of five key components, each measured by a series of indicators. These components are: equipment, classroom structure and environment, software usage, instruction, and teacher training. Classroom fidelity was measured at the individual classroom level and aggregated to the district level, and combined sample level. Components of fidelity were gathered across the school year, with the exception of software usage, which was collected at the end of the school year.

What were the results on the fidelity-of-treatment implementation measure?
Both districts achieved the minimum recommended level of fidelity, for four of the five components: including fidelity for equipment, classroom structure and environment, software usage, and instruction. Only one of the two districts achieved the minimum fidelity (set for this study) for teacher training. For additional detail please see iRead QED Final Report August 2016 NCII, Figures B1- B5, pages B-1 through B-3.

Was the fidelity measure also used in control classrooms?
No. The fidelity tool was only used in treatment classrooms, as it measures fidelity to the implementation of iRead. The Classroom Assessment Scoring System (CLASS, K-3) was used to measure the classroom instructional climate in both the treatment and comparison classrooms.

Measures and Results

Measures Targeted : Full Bobble
Measures Broader : Full Bobble

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be academic performance in that setting or on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates which do not have psychometric properties as do other, more traditional targeted or broader measures.

Click here for more information on effect size.


What populations are you submitting outcome data for?
selected Full sample
not selected Students at or below the 20th percentile
selected English language learners
not selected Racial/ethnic subgroups
not selected Economically disadvantaged students (low socioeconomic status)
Targeted Measure Reverse Coded? Reliability Relevance Exposure
Broader Measure Reverse Coded? Reliability Relevance Exposure
Administrative Data Measure Reverse Coded? Relevance

Posttest Data

Targeted Measures (Full Sample)

Measure Sample Type Effect Size P

Broader Measures (Full Sample)

Measure Sample Type Effect Size P

Administrative Measures (Full Sample)

Measure Sample Type Effect Size P

Targeted Measures (Subgroups)

Measure Sample Type Effect Size P

Broader Measures (Subgroups)

Measure Sample Type Effect Size P

Administrative Measures (Subgroups)

Measure Sample Type Effect Size P
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
Please explain any missing data or instances of measures with incomplete pre- or post-test data.
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
The CLASS data was used descriptively, and as such is not included in this submission.
Describe the analyses used to determine whether the intervention produced changes in student outcomes:
District data were examined both separately (preliminary/exploratory) and then combined for the confirmatory impact analyses. Analyses consisted of a three-level multiple regression model with students nested within classrooms that were nested within schools. At the student level, we included the GRADE pre-test scores, gender, ELL and special education status and student ethnicity (student level Free and Reduced-Priced Lunch data were not available from both districts). At the classroom level, years of teaching experience, teachers’ educational background, and teacher instructional practice (CLASS scores) at baseline were included. At the school level, in addition to the treatment indicator, the 3rd grade state reading test scores were included in the analysis model. The three GRADE subtests were categorized into three early reading domains: early reading, comprehension and vocabulary, as shown in Table A2 of the attached report (iRead QED Final Report August 2016 NCII).

Additional Research

Is the program reviewed by WWC or E-ESSA?
E-ESSA
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

This program was not reviewed by What Works Clearinghouse.

Evidence for ESSA

No studies met inclusion requirements.

How many additional research studies are potentially eligible for NCII review?
1
Citations for Additional Research Studies :
Hamilton, J., Gray-Adams, K., Chen, E., Poulin Gorga, C., McKithen, C., Quintanilla P., & von Glatz, A. (2016). iRead Impact Study: Final Report. Rockville, MD: Westat. Unpublished Report. 

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Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.