What skills are developed using READ 180?READ 180 targets skill development in the following areas:
- Phonemic Awareness: Phonemic awareness is developed both in the context of decoding (word identification) and encoding (spelling)
- Phonics: Instruction is provided through decoding tips with modeled practice in segmentation, blending, structural analysis, and correct pronunciation
- Fluency: READ 180 develops fluency through repeated reading in the Software, modeled reading in the Audiobooks and eReads, structured engagement techniques conducted by the teacher, and independent reading
- Text Comprehension: Students read text in their proximal zone of development using the Lexile Framework for Reading®. Texts are carefully measured for text qualities such as levels of meaning, structure, knowledge demands, and language clarity. The Software and the rBook instruction use motivating videos to help students build mental models that promote text comprehension
- Academic Vocabulary: Vocabulary development is supported through explicit instruction in the rBooks as well as the systematic introduction of content-relevant vocabulary in the Software
- Spelling: Software presents spelling instruction and practice that is assessment-based and individualized for each student. Spelling errors are addressed with immediate, corrective feedback
- Writing: The rBook presents carefully scaffolded instruction on the key types of writing: Argument Essay, Informational/Explanatory, and Narrative. Whole- and Small-Group differentiated writing instruction moves students from teacher-led paragraph and multi-paragraph rBook writing to independent practice in the Writing Zone within the Instructional Software
- Global Perspectives: 50% of READ 180 readings focus on diverse people and cultures both within and outside of the United States
- College and Career Readiness Skills: Each rBook Workshop focuses on Higher Order Thinking skills that help them analyze, synthesize, and evaluate. Students are guided through an “internship on a page” as they discuss and apply college and career strategies .
How does READ 180 accelerate students toward independent reading of complex text?
The entire design of READ 180 is based on a gradual release model that moves students toward independence with complex text over time.
The READ 180 Instructional Model has three rotations. Two of these (software and independent reading) are completed independently by students, who tackle progressively more rigorous demands as their skills improve.
Throughout a school year, READ 180 exposes students to a wide range of increasingly more complex texts that scaffolds and accelerates them to independence with grade-level content. As students gain mastery, they are able to gain more information from what they read. READ 180 Next Generation provides a text complexity measurement for each text students encounter in the rBook, Paperbacks, Audiobooks, and eReads.
Whole- and Small-Group instruction are governed by consistent routines that move from highly-scaffolded to independent reading over time:
- Oral Cloze
- Choral Reading
- Partner cloze
- Independent Reading
The rBook, the foundation for teacher-mediated instruction in whole and small group, is organized around nine workshops. Text builds in complexity from Workshop 1 to Workshop 9, but also within each workshop, as students read several increasingly complex/difficult articles on a cent
How is writing taught in READ 180?
Writing instruction is explicitly covered in Whole-Group and Small-Group differentiated instruction as well as in the Instructional Software. The rBook scaffolds instruction for struggling writers through research-based techniques, including the use of graphic organizers, sentence starters, and writing frames. The rBook moves students from teacher-led paragraph and multi-paragraph writing to independent practice in the Writing Zone within the Instructional Software.
How is vocabulary taught in READ 180?
Students are exposed to a comprehensive range of high-utility academic vocabulary, as well as words specific to the content areas. Students complete a variety of vocabulary-based activities in their rBooks. High-frequency academic vocabulary words are introduced and used recursively throughout each rBook Workshop. Students receive instruction in word study skills, such as learning about antonyms and synonyms. Word Challenge activities promote critical thinking and application of word knowledge. Additionally, the Software contains a special section, called the Word Zone, where students receive systematic instruction in decoding and word recognition as they build automaticity. More than 8,000 words are defined and analyzed for study.
How is comprehension taught in READ 180?
Comprehension skills begin with an Anchor Video, where students watch a motivating video to gain background information and develop a mental model. Then, during the Small- and Whole-Group Instruction, each rBook Workshop focuses on a comprehension skill and key Critical Reading Skills. Each Workshop contains three readings on one topic, with each one building on common vocabulary and comprehension skills. At the end of each lesson, students are assessed on their understanding of comprehension skills.
In the Software, the READ 180 adaptive algorithm matches students with reading passages with comprehension levels that are within their zone of proximal development, and progresses them to slightly more difficult passages as their comprehension skills improve. As in the rBooks, students watch an engaging Anchor Video to develop a mental model of what they are about to read. Students can avail themselves of the clickable definitions to confirm and correct their understanding of challenging vocabulary. At the end of each reading passage, students answer multiple-choice questions as a vocabulary and comprehension check, receiving immediate feedback about their answers. Research shows this carefully scaffolded approach maximizes rapid improvement in comprehension skills.
How is fluency taught in READ 180?
During the Reading Zone section of the READ 180 Software, students will repeatedly read one of four leveled passages with varying degrees of computer support. Students can read along with computer audio at self-selected speeds, either one word at a time or phrase by phrase. Students are asked to make recordings of these readings to practice their own reading fluency, before being required to make a final recording for their teacher. During the Word and Spelling Zones, students begin to become fluent with words and spelling by using the FASTT Algorithm (Fluency and Automaticity through Systematic Teaching with Technology).