Additional Studies and Reviews

Well-designed studies that implement Read Naturally interventions with fidelity consistently demonstrate the programs' effectiveness.

pointer Evidence-Based Read Naturally Strategy Studies | Additional Read Naturally Strategy Studies | Reviews of Read Naturally | Word Warm‑ups Studies | Take Aim at Vocabulary Studies

Additional Read Naturally Strategy Studies

	Nickodem, K. and Dupuis, D. (2017). New findings on Read Naturally Live. Data from the 2015–2016 school year showed second-grade students in Read Live made statistically significant gains compared to national norms. Learn more about the Nickodem & Dupuis study
	Heistad, D. (2004). The effects of Read Naturally on fluency and reading comprehension (two-school study). This year-long study compared demographically matched students in two schools, where one group received Read Naturally instruction and one group did not. Learn more about the Heistad two-school study
	Johnson, G. and Weaver, J. Special Education Students, Grades 3 through 8, Huron County, MI This study compared special education students receiving Read Naturally instruction with other special education students and with general education students. Learn more about the Johnson and Weaver study
	Ihnot, C. and Marston, D. (1990). Using teacher modeling and repeated reading to improve the reading performance of mildly handicapped students. The original study that launched the Read Naturally strategy. Learn more about the Ihnot and Marston study

Reviews of Read Naturally

Top reading research organizations, including the National Center on Intensive Intervention (NCII), Florida Center for Reading Research (FCRR), and University of Oregon, have given high marks to Read Naturally Strategy programs based on reviews of studies and the program itself. However, some reviewers such as the What Works Clearinghouse have drawn inappropriate conclusions after reviewing studies that were not intended to evaluate the effectiveness of Read Naturally or where the Read Naturally program was not used with fidelity.

Word Warm-ups Studies

Study	Type	Description
Study 1: Word Warm-ups and Read Naturally	Case Study	Students in a regular fourth-grade classroom and in a fourth-grade reading lab who used Word Warm-ups combined with Read Naturally’s fluency program showed greater gains in word recognition and fluency than students in a control group.
Study 2: Word Warm-ups and Read Naturally	Case Study	Students in a fourth-grade reading lab who worked in Word Warm-ups 2 and 3 in combination with Read Naturally Masters Edition or Take Aim at Vocabulary displayed greater gains in phonics skills and fluency than students in a control group.

Take Aim at Vocabulary Studies

Study	Type	Description
Take Aim Study 1: Minneapolis, MN	Control Group Study	Students who worked in the Take Aim curriculum for 12 weeks made significantly greater gains in vocabulary than students in a control group and demonstrated that they retained their gains in a delayed posttest.
Take Aim Study 2: Minneapolis, MN	Control Group Study	Students from two fourth-grade classrooms who worked in the Take Aim curriculum for 12 weeks made significantly greater gains in vocabulary than students in a control group and demonstrated that they retained their gains in a delayed posttest.
Take Aim Study 3: Cumming, GA	Case Study	Students from a fourth-grade classroom who worked in the Take Aim curriculum for 12 weeks made significant gains in vocabulary and demonstrated that they retained their gains in a delayed posttest.
Take Aim Study 4: Hazen, ND	Case Study	A group of four fifth-grade Title I students who worked in the Take Aim curriculum for 10 weeks made significant gains in vocabulary.

Research Topics

Research Documents in the Knowledgebase