READ 180

More on this review

For more on the review of the READ 180 programme, read the BEE review of secondary reading.

More on READ 180

For more details of the READ 180 reading programme, visit

Primary schools

N There are no qualifying studies of Read 180 in primary schools.

Secondary schools

READ 180 has moderate evidence of effectiveness in secondary schools. Across eight qualifying studies of READ 180, the mean effect size weighted by sample size was +0.24.

About READ 180

READ 180 is an intervention programme for upper primary and secondary pupils who are struggling with reading. It is a mixed-method model, combining large and small group instruction, computer-assisted, and individualised instruction. Mixed method models are intended to serve as complete literacy interventions.

The programme was originally developed by Hasselbring and Goin (2004) at Vanderbilt University in the US, and is currently marketed by Scholastic. Stage B of the programme, which is designed for pupils aged 11 above, provides groups of 15 pupils with 90 minutes of instruction each day. Each period of instruction begins with a 20-minute shared-reading and skills lesson. Pupils then rotate around three activities in groups of five:

  • Computer-assisted instructional reading,
  • Modelled or independent reading, and
  • Small-group instruction with the teacher.

The READ 180 software includes videos, mostly about science and social studies topics, and pupils read about the video content and then engage in comprehension, vocabulary, fluency, and word-study activities. In addition, audio-books model comprehension, vocabulary, and self-monitoring strategies used by good readers, and pupils read levelled paperbacks in many genres. Teachers are given materials, and they attend workshops to support instruction in reading strategies, comprehension, word study, and vocabulary.

A key methodological problem in studies of READ 180 is that many pupils in READ 180 classes received considerably more instructional time in reading than did their counterparts in control classes. In these cases, the instructional time was confounded with the effects of the programme itself.