# https://www.learninga-z.com/ llms-full.txt

## Literacy Solutions for Teachers
# **We help teachers shine, so students can grow.**

Looking for practical, research-based literacy solutions that empower K-6 teachers and engage their students? Explore the reading suite from Learning A-Z®.

**[Explore Solutions](https://www.learninga-z.com/site/products "Explore Solutions ")**

**[Start a Free Trial](https://www.learninga-z.com/site/lp1/free-trials-2024 "Start a Free Trial")**

![We help teachers shine so students can grow.](https://www.learninga-z.com/media_10344a56fb03206bdb7b30a71247c9b117b8199fc.png?width=750&format=png&optimize=medium)

## We’re focused on **what teachers need most.**

Today’s teachers are being asked to do more than ever before. To succeed, they need tools and resources that help them

work more efficiently and effectively. That’s what our powerful supplemental literacy solutions provide.

### **Teacher-centric**

We “get” teachers in a way others don’t.

### **Practical**

We deliver the practical support teachers need.

### **Research-based**

We follow the research and adapt as it evolves.

### **Joyful**

We make learning more engaging, rewarding, and fun.

**[See How We Help](https://www.learninga-z.com/site/company "See How We Help")**

## Tools that work the way **you need** them to.

## Practical is powerful.

![Practical is powerful](https://www.learninga-z.com/media_1a8541d57f89a5787bb68d30c387c004d32f466ee.png?width=750&format=png&optimize=medium)

**[Explore Our Solutions](https://www.learninga-z.com/site/products "Explore Our Solutions")**

## **Raz-Plus**

#### Thousands of literacy resources, assessments, and tools that make differentiation effective for every student.

**[Learn More](https://www.learninga-z.com/site/products/raz-plus/overview "Learn More")**

## The impact of **Learning A-Z**

## **10M+**

**Students engaged**

## **600K+**

**Teachers empowered**

## **10B+**

**Books read**

## **150+**

**Countries served**

![](https://www.learninga-z.com/media_184a0d54ff81fd76912b1e9aa0164770ea18a594c.png?width=750&format=png&optimize=medium)

FEATURED

### Get ready to **shine** this back-to-school season.

Practical tools and resources to help you save time, spark engagement, and bring more joy to your literacy instruction.

**[Get Back-to-School Resources](https://www.learninga-z.com/site/lp2/back-to-school-teacher?utm_source=landingpage&utm_medium=referral&utm_campaign=back-to-school-2025&utm_content=homepage&utm_adid= "Get Back-to-School Resources")**

## Educators **love** us!

- “Over the past 12 years that I've been in the classroom, I have not found something that I like that has been as easy for me to use.”



**Hannah Low,** Special Education, NM

- “In the crazy world of no time, practical is powerful. We don't have time to make everything all fancy, and it has to be user-friendly for the kids so they can just go with it.”



**Kristine Frei,** First Grade Teacher, MN

- “Our teachers are using \[Learning A-Z solutions\] daily. It just seems to blend together with Foundations A-Z at the center . . . and having Science A-Z, Raz-Plus, and Writing A-Z. \[It all\] really works well together.”



**Jamie Wolfe,** Assessment and Curriculum Coordinator, ID

- “I know \[Learning A-Z\] believes in teachers because you give us lots of books, but what makes a difference to me is that you provide me with a practical tool that is powerful, because it gets me through my lessons.”



**Jacquelyn Stetser,** Special Education, NH

- “Thank you for developing your products using research and best practices in mind. We want to express our appreciation for what you do. Making learning fun and effective is difficult, but Learning A-Z makes that happen!”



**Amy Klopp,** ESL Teacher, NY


## Reading and resources

BLOG

### **Teachers Are Powerful—And They Belong at the Center of Learning**

“At a time when the education landscape is shifting rapidly, we want to be unmistakably clear about our purpose: We help teachers shine so students can grow.” Learning A-Z president, Aaron Ingold, discusses how our learning solutions have evolved with the research, but always keep educators front and center.

[Read More](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series "Read More")

![Teachers Are Powerful—And They Belong at the Center of Learning](https://www.learninga-z.com/media_1045ea5b2b32ca88838201c9ff27916697d9a875d.jpg?width=750&format=jpg&optimize=medium)

RESEARCH

### **McREL Study Examines Effects of Raz-Plus on Reading Achievement**

Read about McREL International’s rigorous study of the effects of Raz-Plus on reading skills and motivation to read. This study meets strong evidence standards because it used a well-controlled experimental design and produced statistically significant positive effects with a large sample size across multiple sites.

[Read More](https://www.learninga-z.com/site/resources/research-and-efficacy/mcrel-study-razplus "Read More")

![McREL Study Examines Effects of Raz-Plus on Reading Achievement](https://www.learninga-z.com/media_1660f312949cc1654e898c16a805498ad3d01def1.jpg?width=750&format=jpg&optimize=medium)

BLOG

### **Metacognition in the Classroom: More Than Thinking About Thinking**

Metacognition is often simplified as “thinking about thinking.” However, it is a complex process of monitoring and controlling one's thoughts to achieve a goal. Learn what metacognition is and is not, and how it helps students become more effective learners and readers.

[Read More](https://www.learninga-z.com/site/resources/breakroom-blog/metacognition "Read More")

![Metacognition in the Classroom: More Than Thinking About Thinking](https://www.learninga-z.com/media_10cc73b7309e495d38317eea400612030724e4e22.png?width=750&format=png&optimize=medium)

**[View All Resources](https://www.learninga-z.com/site/resources "View All Resources")**

## Ready to help teachers make  **a bigger impact?**

Start your free trial to see how Learning A-Z can transform literacy

Instruction in your classroom.

**[Start a Free Trial](https://www.learninga-z.com/site/lp1/free-trials-2024 "Start a Free Trial")**

**[Contact Sales](https://www.learninga-z.com/site/contact/sales "Contact Sales")**

## Interactive Science Lessons
# Interactive Science Activities for Kids From Science A-Z

**Help Your Students Think and Act Like Scientists**

![Science Activities](https://www.learninga-z.com/site/resources/breakroom-blog/media_143444c560fb76a15a7b2a821d96ea648981f80b5.jpeg?width=750&format=jpeg&optimize=medium)

Kids are naturally curious, which makes them natural scientists. Driven to learn about the world around them, children constantly investigate how things work much like scientists do, asking questions at every turn. By harnessing this enthusiasm for scientific discovery in early childhood, educators and caregivers can help young minds grow stronger and build healthy pathways for learning.

## Why Are Hands-On Science Experiments Important for Young People?

Students tend to learn best when they’re involved somehow in the process. Whether they’re asking questions as part of a discussion or sharing their interests to help with choosing subjects to investigate, when kids get involved or engage their senses, they learn more effectively. [Hands-on science activities](https://www.sciencea-z.com/main/ViewPage/name/hands-on-activities/ "Hands-on science activities") for kids give them opportunities to engage multiple senses and to learn by doing. [Classroom science experiments](https://www.sciencea-z.com/main/resourcetype/type/project-based-learning-packs "Classroom science experiments") encourage kids to do things: look, listen, touch, smell, try, question, observe, discover. This kind of work enhances critical thinking skills and teaches students to think like scientists.

## What Are the Benefits of Teaching Science to Children?

Giving young students opportunities for scientific discovery can be enormously beneficial in many ways. It can build a love of science that can last a lifetime and even lead to an important career. Students also benefit from early exposure to help ground them in scientific concepts and scientific thinking, building an understanding of how things work in the world around them. Studying and practicing science also builds crucial skills in communication, collaboration, analytical reasoning, goal setting, planning, resourcefulness, and problem-solving.

As you go, remember the journey is more important than the destination. Fostering scientific curiosity, investigative skills, and determination is the main goal (scientific understanding or knowledge gained along the way is mostly just a valuable side-effect). Stay on the lookout each day for spontaneous opportunities for scientific exploration and discovery. Encourage students to always experiment and ask questions. Offer fun, active, hands-on, even messy experiences, to keep kids excited about learning.

Questions to ask [throughout the process](https://www.sciencea-z.com/main/resourcetype/type/process-activities "throughout the process"):

- What else could we try?
- What happened? Why do you think these results occurred?
- What could you do differently next time?
- What did you learn?
- What other projects or experiments would be fun to try?

No matter how an experiment turns out, praise everyone involved for their hard work, determination, ability to correctly follow directions, ingenuity in overcoming unforeseen difficulties, or anything else they did well during the exercise.

## What Are Some Simple Ideas for Science Experiments for Kids?

When you’re choosing ideas for [science experiments](https://www.sciencea-z.com/main/ViewPage/name/science-activities/ "science experiments"), look for the right match between the project and the student. Discuss ideas with your students to determine their areas of interest or take kids to the [library](https://www.sciencea-z.com/main/resourcetype/type/focus-books "library") to see which subjects they gravitate towards! Choose exciting subjects to investigate. If you’re not sure where to begin creating experiments, here are some great places to start.

- **Food:** spend time in the kitchen exploring fun, easy [food science experiments](https://www.sciencea-z.com/main/UnitResource/unit/66/life-science/grades-5-6/food-and-nutrition "food science experiments").
- **Earth Science and Physics:** many [fun experiments](https://www.sciencea-z.com/main/domain/earth-space-science/domainId/2 "fun experiments") can be done with stuff you probably have around the house, from gelatin to bubbles to magnets.
- **Astronomy:** any projects associated with [planets, stars, moons,](https://www.sciencea-z.com/main/UnitResource/unit/27/earth-space-science/grades-k-2/earth-moon-and-sun "planets, stars, moons,") galaxies, asteroids, comets, telescopes, or astronomical objects.
- **Chemistry:** [grow crystals](https://www.sciencea-z.com/main/UnitResource/unit/59/earth-space-science/grades-3-4/minerals-rocks-and-soil "grow crystals"), make invisible ink, or build a baking soda volcano.
- **Biology:** from [growing plants](https://www.sciencea-z.com/main/UnitResource/unit/5/life-science/grades-k-2/plants "growing plants") to learning about cells with microscopes.
- **Nature:** [animals](https://www.sciencea-z.com/main/UnitResource/unit/2/life-science/grades-k-2/animals "animals"), plants, oceans, rocks, [weather](https://www.sciencea-z.com/main/UnitResource/unit/14/earth-space-science/grades-k-2/weather "weather") patterns, the possibilities are endless.

## Check Out Science A-Z Interactive Science Lessons

[Interactive Science Lessons](https://www.sciencea-z.com/main/InteractiveLesson "Interactive Science Lessons") from Science A-Z deliver virtual science labs that encourage students to take charge of their own science journey. These lessons help students apply the fundamental concepts of science, while they explore important complex ideas.

Carefully crafted text and corresponding audio walk students through difficult scientific concepts. Each part of the lesson builds on the one before it, helping to scaffold instruction as students master each new concept. The visual and interactive approach supports a variety of learning styles and helps bring the material to life. Students develop knowledge and skills on a deeper level by interacting with science in a virtual, engaging format.

Like most resources on [Science A-Z](https://www.sciencea-z.com/ "Science A-Z"), Interactive Science Lessons help satisfy science standards while also supporting reading comprehension. By digging into the main ideas of science on their own, students develop a stronger understanding of how to think and act like scientists.

## View Interactive Science Lessons on Science A-Z

No Access? No Worries. Try Science A-Z!

Sign up for a complimentary two-week trial for instant access.

**[Go to Science A-Z](https://www.sciencea-z.com/main/InteractiveLesson "Go to Science A-Z ")**

**[Start Free Trial](https://accounts.learninga-z.com/accountsweb/marketing/trial.do?campaign=sazTrialSAZBRKRMbutTrial "Start Free Trial ")**

## Related Blogs

[![Helping Teachers Make Science Fun | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_18fe9171028eebb6470128b23924b49af69956f33.jpeg?width=1200&format=pjpg&optimize=medium)\\
**Helping Teachers Make Science Fun** \\
April 17, 2022\\
\\
Want to provide professional learning that’s effective and impactful? Four ways to support educators teaching science, to help them make science...\\
\\
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[![Spark Connections With Raz-Plus | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_18eb7a6d74b6b3ec6f658030a35112ef5e61e5e7d.jpeg?width=1200&format=pjpg&optimize=medium)\\
**Spark Connections With Raz-Plus** \\
September 29, 2021\\
\\
Explore new and trusted Raz-Plus resources to help you spark connections and instill the joy of learning in your students.\\
\\
Learn More](https://www.learninga-z.com/site/resources/breakroom-blog/spark-connections-with-raz-plus)

## Science of Writing
# The Science of Writing: Integrating Reading and Writing Instruction

**Why Integrating Foundational Reading and Writing Instruction Matters**

![the-science-of-writing-blog-header](https://www.learninga-z.com/site/resources/breakroom-blog/media_1dbeb18db97c0c5f301e22cafd4793afee02c2424.jpeg?width=750&format=jpeg&optimize=medium)

While much has been researched about competing educational philosophies and practices related to [foundational reading instruction](https://www.learninga-z.com/site/breakroom/teaching-foundational-reading-skills "foundational reading instruction"), writing skill development has remained relatively uncontentious. Considering the degree to which writing skills are connected to the development of reading skills and the inherent challenges and complexities of [writing instruction](https://www.learninga-z.com/site/products/writinga-z/comprehensive-instruction "writing instruction"), this comes as a surprise.

In this first blog of our multi-part Science of Writing series, focused on [research-based best practices](https://www.learninga-z.com/site/what-we-do/research-based-instruction "research-based best practices") for writing instruction, we’ll explore the connection between literacy and writing instruction and practice, and how teachers can take a more integrated approach to both. By taking a more intentional approach to reading and writing instruction, we hope that teachers will be better able to maximize their classroom instruction time, while minimizing planning and preparation effort.

## Reading and Writing in America: By the Numbers

The “Three Rs” – Reading, Writing, and Arithmetic – have been the bedrock of traditional elementary education for over 100 years. Other subjects, including science, technology, and history continue to compete for K-5 classroom time and attention. In some ways, it could be said that writing has been “squeezed” into the reading block as a result of this competition for every minute of the school day, without truly being integrated into reading instruction and practice. All too often this has meant that writing (measured by time on task) has essentially been squeezed out.

In spite of a continued focus on reading and [foundational literacy skills](https://www.learninga-z.com/site/what-we-do/standards/common-core/foundational-skills "foundational literacy skills"), U.S. students continue to struggle. Studies show that nearly two-thirds of fourth graders in the U.S. read below their respective grade level1, and the same number graduate from high school still reading below their grade level.

Without the same allocation of resources and attention, writing proficiency has diminished as well. A decade ago, approximately two thirds of 8th- and 12th-grade students in the U.S. scored at or below the basic level on the most recent Writing Test administered by the National Assessment of Educational Progress (National Center for Educational Statistics, 2012)2. The relatively poor performance over time on this and other indicators of students’ writing skills led the National Commission on Writing (NCOW, 2003)3 to label writing as a neglected skill in American schools.

## What Writing Instruction Research Tells Us

With the added pressure of [learning loss](https://www.learninga-z.com/site/breakroom/arpa-school-funding "learning loss") during the course of the COVID-19 pandemic, structured foundational literacy approaches, following a well-defined scope and sequence, have found their moment to shine. The [Science of Reading](https://www.learninga-z.com/site/company/what-we-do/science-of-reading "Science of Reading"), founded upon brain research and instructional best practices related to literacy, focuses on explicit instruction of fundamental skills and has risen in prominence.

Which begs the question – what about the Science of Writing? What does the current body of research tell us about the current state of elementary writing instruction in U.S., and what does the research behind the [Science of Reading](https://www.learninga-z.com/site/company/what-we-do/science-of-reading "Science of Reading") tell us about how students learn to write?

Since writing is rarely formally assessed in grades K-5, most descriptions of research-based writing instruction are likely to refer to those things known from periodic data about certain general conditions, criteria and qualities of effective writing instruction. This data is focused mostly on the performance of benchmarked students, and correlated to reading scores.

In 28 studies, four that examined how writing is taught in contemporary classrooms, there were two basic overall findings:

1. Some teachers provide students with a solid writing program, and in some classrooms this instruction is exemplary (e.g., Wilcox, Jeffrey, & Gardner-Bixler, 2016) 4 .
2. This is not typically the case, as writing and writing instruction in most classrooms are inadequate. These findings were generally universal, applying across countries and grades.

Steve Graham’s exhaustive survey on writing instruction research is the most comprehensive to date. His analysis concludes:

- Teachers do not devote enough time and effort to teaching writing.
- Most teachers are generally familiar with a broad array of instructional methods.
- Students do not write often enough, and they are seldom asked to write longer papers that involve analysis and interpretation.
- Teachers apply the instructional procedures they are familiar with infrequently, including evidence-based practices and adaptations for struggling writers.
- [Digital technology](https://www.learninga-z.com/site/breakroom/technology-in-the-classroom "Digital technology"), including word processors and computers, is not an integral part of most writing instruction in schools.

As recommended by Steve Graham’s Teaching Elementary School Students To Be Effective Writers: A Practice Guide (Graham et al., 2012)5, teachers who devoted one hour a day to writing and writing instruction used a variety of instructional practices to promote writing success and growth, including applying evidence-based practices.

But, even with some dedication of time and effort among some teachers, though evidence-based practices tend to deliver a return on investment, studies show that writing instruction is still uneven, and strong writing instruction is atypical.

The extent to which a teacher has been [properly trained](https://www.learninga-z.com/site/resources/professional-development "properly trained") and given the right instructional resources as well as a curriculum that is easy to implement is one major variable in the equation that links effort to outcomes. So, too, is the degree to which that teacher is part of a collaborative, grade-level and vertical cohort that is supportive of writing instruction and practice.

## Integrating Writing Into K-5 Literacy Instruction

Beyond research and best practices, fostering a culture of exceptionalism in K-5 foundational literacy skill development, establishing the key criteria for which writing can be consistently taught and evaluated, and ensuring that writing is an integral part of every aspect of the learning experience can go a long way in improving writing skills by empowering both teachers and students.

Graham’s research suggests that the diminished value of writing as a core value has resulted in a crisis in which [explicit writing instruction](https://www.learninga-z.com/site/products/writinga-z-adventure-zone/overview "explicit writing instruction") must compete with other subjects in an already overcrowded curriculum. He rightly points out that a re-emphasizing of the science and art of writing, and the resulting empowering of students with critical thinking skill sets and communication tools, enhances students’ performance in other important school subjects.

This argument may motivate leaders to take another look at their time-on-task formulas:

- Students understand and retain material read or presented in science, social studies, and mathematics when they are asked to write about it (Bangert-Drowns et al., 2004; Graham & Hebert, 2011; Graham & Perin, 2007) 6 .
- Increasing how much they write and teaching writing improves reading skills (Graham & Hebert, 2011) 7 .
- Making writing a part of reading instruction further enhances how well students read (Graham, Liu, Aitken, et al., 2018) 8 .

For those decision-makers who focus on future competencies when building a foundation for college and career readiness, students need to learn to tap into their writing skills to express their opinions, support their arguments, demonstrate understanding of the subjects they are studying, and convey real and imagined experiences and events.

The challenge of shoe-horning writing into a K-5 school day that is already packed with competing subjects can best be solved by helping teachers integrate writing instruction and practice into every subject area.

If writing is valued as a central, and integrated, ongoing means of communication, then we will have ensured that students write as naturally, and confidently, as they read. And the sooner we resolve to implement [science-based approaches to literacy](https://www.learninga-z.com/site/breakroom/dr-rasinski-art-and-science-of-fluency "science-based approaches to literacy"), the better for all stakeholders, especially those most [at risk](https://www.learninga-z.com/site/breakroom/dr-rasinski-art-and-science-of-teaching-struggling-readers "at risk").

## Transforming Best Practices Into Better Support for Teachers and Students

In the next writing instruction blog in this series, we’ll explore the skills, resources, and best practices that can help teachers integrate writing into their school day without adding to the demands on their time and attention. With the right tools, the right training, and the right mindset, teachers can actually reduce the time and effort spent planning, preparing, reviewing, and grading student work, all while instilling the love of writing in their students.

## At the Intersection of Writing and Fun!

Want to get ahead of the curve? Get a sneak peek of our new K-5 writing solution, [Writing A-Z](https://www.learninga-z.com/site/products/writinga-z-adventure-zone/overview "Writing A-Z"). This complete writing curriculum solution makes writing instruction a breeze for teachers and even more engaging for students, helping them become confident writers and improve their foundational literacy skills.

**[LEARN MORE](https://www.learninga-z.com/site/products/writinga-z-adventure-zone/overview "LEARN MORE ")**

**References**

1. Graham, Steve. “Changing How Writing Is Taught - Steve Graham, 2019.” SAGE Journals, Arizona State University, 22 May 2019, [https://journals.sagepub.com/doi/full/10.3102/0091732X18821125](https://journals.sagepub.com/doi/full/10.3102/0091732X18821125 "https://journals.sagepub.com/doi/full/10.3102/0091732X18821125").
2. National Center for Educational Statistics . (2012). The nation’s report card: Writing 2011 (NCES 2012-470). Washington, DC: U.S. Department of Education, Institute of Educational Sciences.
3. National Commission on Writing . (2003). The neglected “R”: The need for a writing revolution. Washington DC: College Board.
4. Wilcox, K., Jeffrey, J., Gardner-Bixler, A. (2016). Writing to the Common Core: Teachers’ response to changes in standards and assessments for writing in elementary schools. Reading & Writing: An Interdisciplinary Journal, 29, 903–928.
5. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
6. Bangert-Drowns, R., Hurley, M., Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29–58.
7. Graham, S., Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710–744.
8. Graham, S., Liu, K., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., Holzapel, J. (2018). Balancing reading and writing instruction: A meta-analysis. Reading Research Quarterly, 53, 279–304.

## Related Blogs

[![The Art and Science of Reading Instruction | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_184888557eeeba36d7a9fd430fe74fdd2516048f0.jpeg?width=1200&format=pjpg&optimize=medium)\\
**The Art and Science of Reading Instruction** \\
August 2, 2022 \| Dr. Timothy Rasinski\\
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Reading instruction can be studied and guided by science, but the teaching of reading is also an art.\\
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[![5 Must-Haves for Foundational Skills Instruction | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1dc4d83a6e39f64d5146ee91542277c51d8bdba9e.jpeg?width=1200&format=pjpg&optimize=medium)\\
**5 Must-Haves for Foundational Skills Instruction** \\
April 3, 2024 \| Dr. Julia Lindsey\\
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Foundational skills instruction helps students become the best readers they can be. See what the research says are the five crucial must-haves fo...\\
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![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Cambium Learning Partnership
# Digital Promise Selects Cambium Learning Group As Corporate Partner

## Cambium Learning Group to Contribute Thought Leadership and Problem Solving

![Digital Promise Selects Cambium Learning Group As Corporate Partner](https://www.learninga-z.com/site/company/news/media_11f4ed6629aa675cd6a2e4c9edc816b4ead837d0c.jpeg?width=750&format=jpeg&optimize=medium)

**DALLAS, TX — October 14, 2015 —** Digital Promise, a national, independent nonprofit organization authorized by Congress to accelerate innovation in education, announced Cambium Learning Group, Inc. (Nasdaq: ABCD) as a corporate partner.

Digital Promise works with education leaders, researchers, and leading technology developers to harness the increasing capacity of advanced information and digital technologies to improve all levels of learning and education. Digital Promise's Corporate Partner Program aims to create mutually beneficial relationships among its corporate partners, staff, and network. Cambium Learning will engage as thought leaders, codesigners, and problem solvers alongside other education leaders and researchers to help provide learning opportunities for Americans of all ages.

"Our partnership with Digital Promise offers new opportunities to work with leaders in the education space to promote innovation and growth in education," said John Campbell, CEO of Cambium Learning Group. "Membership supports our goal to help all students reach their full potential. It also speaks to our commitment of leveraging proven technology to foster learning."

As a leader and innovator in driving student success, Cambium Learning helps strengthen the Digital Promise Corporate Partner Program even further. Corporate partner members will share lessons learned, participate in national forums, and partner with other technology developers to deliver better results for educators and students.

"We value our relationships with corporate partners and engage them to achieve our goal of improved education for all Americans through technology and research," said Karen Cator, President and CEO of Digital Promise. "Our Corporate Partner Program is the principal way in which we interact with and learn from the developer community. We appreciate the perspective and experience from industry leaders on key challenges in education and the education technology market, and often draw on these relationships when seeking thoughtful participation from the corporate sector at meetings, panels, and other gatherings."

**About Cambium Learning Group, Inc.**

Cambium Learning Group is a leading educational solutions and services company committed to helping all students reach their full potential. Cambium Learning accomplishes this goal by providing evidence-based solutions and expert professional services to empower educators and raise the achievement levels of all students. The company is composed of four business units: Learning A-Z, ExploreLearning, Kurzweil Education, and Voyager Sopris Learning. Together, these business units provide breakthrough technology solutions for online learning and professional support; best-in-class intervention and supplemental instructional materials; gold-standard professional development and school-improvement services; valid and reliable assessments; and proven materials to support a positive and safe school environment. Cambium Learning Group, Inc. (Nasdaq: ABCD), is based in Dallas, TX. For more information, please visit [www.cambiumlearning.com](http://www.cambiumlearning.com/ "www.cambiumlearning.com").

**About Digital Promise**

Digital Promise is a nonprofit organization authorized by Congress to spur innovation in education in order to improve the opportunity to learn for all Americans. Through its work with educators, entrepreneurs, researchers, and leading thinkers, Digital Promise supports a comprehensive agenda to benefit lifelong learning and provide Americans with the knowledge and skills needed to compete in the global economy.

**About Learning A-Z**

Learning A-Z is a PreK-6 educational resource company specializing in online delivery of leveled readers and supplementary curriculum for reading, writing, and science. Founded in 2002 to help teachers differentiate instruction and meet the unique needs of all students, Learning A-Z's resources are currently used in more than half of the districts across the U.S. and Canada, and more than 180 countries worldwide. Serving a wide range of student needs, including ELL/ESL, intervention, special education, and daily instruction, Learning A-Z includes: Reading A-Z, Raz-Kids, Headsprout, Science A-Z, Vocabulary A-Z, and Writing A-Z. Learning A-Z is a business unit of Cambium Learning Group, Inc. (NASDAQ: [ABCD](http://www.nasdaq.com/symbol/abcd "ABCD")), based in Dallas, Texas. For more information, please visit [www.learninga-z.com](http: "www.learninga-z.com").

## Media Contact

Learning A-Z

John Jorgenson

SVP, Marketing, Learning A-Z and Kurzweil Education

[john.jorgenson@learninga-z.com](mailto:john.jorgenson@learninga-z.com "john.jorgenson@learninga-z.com")

## Investor Contact

Cambium Learning Group, Inc.

Barbara Benson, CFO

[investorrelations@cambiumlearning.com](mailto:investorrelations@cambiumlearning.com "investorrelations@cambiumlearning.com")

[Source: Cambium Learning Group](http://www.cambiumlearning.com/ "Source: Cambium Learning Group")

\# # #

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## Engaging Students Interactively
# Engaging Students With Interactive Learning

By [Tiara Smith](https://www.learninga-z.com/site/resources/breakroom-blog/authors/tiara-smith), Copywriter & Content Strategist; [Courtney Lofgren](https://www.learninga-z.com/site/resources/breakroom-blog/authors/courtney-lofgren), Learning Designer, Learning Design & Content Development

**Tools to Lead You to Success**

![Engaging Students With Interactive Learning](https://www.learninga-z.com/site/resources/breakroom-blog/media_14dd9dfe0cf1a9b50a876ac89098c230a0dc9bf62.jpeg?width=750&format=jpeg&optimize=medium)

Are you struggling to maintain student engagement in your classroom? If so, we can help! We’ve enlisted the help of our resident expert, [Courtney Lofgren](https://www.learninga-z.com/site/resources/breakroom-blog/authors/courtney-lofgren "Courtney Lofgren"), to give you her perspective and a few tips to get things back on track with interactive lessons. Using these digital tools, you have the power to keep students engaged and ensure they are excited to learn.

## What is an interactive lesson?

Interactive lessons are lessons that require learners to collaborate with their teachers and peers as they engage with the subject matter. The best interactive lessons include many opportunities for students to engage in discussion, work with classmates, and actively participate in learning experiences. Interactive lessons can be developed for synchronous or asynchronous instruction, and often incorporate digital tools that increase student engagement. When it comes to literacy instruction, interactive lessons are key in helping students become better readers, writers, speakers, and thinkers!

## Having trouble making your lessons interactive?

For me, one of the greatest challenges is finding resources that support interactive learning that keep all students engaged. Some students may be more hesitant to share their ideas or initiate conversation with their peers, making it harder to keep them engaged in the lesson. If this is the case, you should incorporate interactive lessons that include specific roles and responsibilities for students to increase accountability and engagement, like those found in the [Literature Circles on Raz-Plus](https://www.raz-plus.com/literacy-skills/literature-circles/ "Literature Circles on Raz-Plus"). When you provide clear expectations for students, they are more likely to participate in learning activities and classroom discussions. Plus, your students get the added benefit of learning from one another when they interact in this way.

## Creating Effective, Interactive Lesson Plans

In order for your interactive lessons to be effective, you must also provide constructive and actionable feedback to your students. This interaction between you and your students can happen in a variety of ways, but the goal is for you to supply your students with information that will help them improve their skills to reach different learning goals. If you need more specific ideas about effective ways to provide feedback, you should check out the interactive lessons in [Foundations A-Z](https://www.foundationsa-z.com/ "Foundations A-Z") and [Writing A-Z](https://www.writinga-z.com/ "Writing A-Z"). In both programs, you can find tips to help you plan for and provide corrective, in-the-moment feedback for your students. Using a gradual release of responsibility, lessons build in many opportunities for collaboration, sharing ideas, and working with a partner.

## Interactive Games for Learning

Interactive games can be a great way to motivate students and get them excited about learning. These digital tools combine a game format with a learning objective or set of skills, allowing students to learn in an engaging way. Interactive games can support learning across all content areas, including vocabulary instruction. As educators, we know our students’ vocabulary development will lead to better overall comprehension, but you may be asking yourself questions like “how do I plan for vocabulary instruction that will keep my students engaged in their learning?” If this is the case, you might think about incorporating more interactive vocabulary games and activities into daily instruction.

The [Premade Lessons in Vocabulary A-Z](https://www.vocabularya-z.com/#!/premadeLessons/raz/0 "Premade Lessons in Vocabulary A-Z"), for example, include assignable, digital game-based activities that appeal to students. These interactive game-like learning activities integrate assigned spelling lists with opportunities for students to practice and build their vocabulary, phonics, and spelling skills. Plus, these premade lessons are linked to many of the texts within [Raz-Plus](https://www.learninga-z.com/site/resources/breakroom-blog/implementing-close-reading-with-research-based-resources "Raz-Plus"), so students can extend their vocabulary and make connections to familiar texts. No matter your approach to vocabulary instruction, it is important to consider how interactive games can support your students.

## Engaging Everyone Everywhere

Over the past few years, I have spent a great deal of time thinking about how to engage students in any setting, including brick and mortar and virtual classrooms. Interactive learning is great because it can happen anywhere, at any time.

When it comes to [building foundational skills](https://www.learninga-z.com/site/resources/breakroom-blog/teaching-foundational-reading-skills "building foundational skills"), students benefit from having many opportunities for individual practice. I have found that instructional videos, for example, can be a great resource because the videos model and target specific foundational skills. If you need resources to support foundational reading instruction, you should check out the videos in Foundations A-Z. These instructional videos include engaging mascots that talk to the students, helping them learn foundational skills while making reading feel a lot more like fun. In addition, these mascots ask questions and give students time to process information and respond. Students can interact with the videos anywhere including traditional classrooms, at home, in a local library, or in any location that offers internet connectivity. If you aren’t already using instructional videos to captivate your students, you should think about how these resources can supplement your instruction and create more interactive learning opportunities.

## Using Technology to Create Collaborative Workspaces

In my experience, technology can provide many opportunities for teachers and students to collaborate and interact in meaningful ways. With the right technology in place, teachers can model their expectations for learning, provide guided support, and work with students to improve their literacy skills.

Interactive technology is a valuable resource when creating a classroom [community of writers](https://www.learninga-z.com/site/resources/breakroom-blog/the-importance-of-writing-instruction "community of writers"), for example. The Writing and Learning Together resource available in Writing A-Z, also known as WaLT, is a perfect example of an interactive digital writing platform that helps students learn how to use the steps in the writing process and take ownership of their writing goals. Using WaLT, educators are able to model how to use the tools and apply writing skills and strategies using the same materials that students will use to complete independent writing activities, review student writing samples, and provide feedback. Interactive technology such as this will help your students become independent, effective writers.

## Interactive Lesson Plans: A Recipe for Success

Interactive lesson plans have the power to inspire curiosity within your students! As you begin to search for interactive lesson plans, activities, or digital tools, I recommend you explore the options that Learning A-Z has to offer. No matter the learning location, Learning A-Z makes learning more engaging and simplifies every step of the process for student and teacher!

### Engage Your Students Further With Interactive Learning

Explore the wide variety of academic solutions Learning A-Z has to offer with a 14-day trial today!

**[LEARN MORE](https://www.learninga-z.com/site/lp1/free-trials-2022 "LEARN MORE ")**

## Related Blogs

[![What Makes an Effective Teacher? | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_13dd10280eec65cacb87d2b8d6204283e9bf6f90f.jpeg?width=1200&format=pjpg&optimize=medium)\\
**What Makes an Effective Teacher?** \\
December 18, 2022 \| Tiara Smith\\
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What makes an effective teacher? Find out by exploring important characteristics, strategies, and insight as to how to improve lesson plans.\\
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**Digital Reading Tools: Surpassing the Capabilities of Printable Books** \\
January 17, 2023 \| Tiara Smith\\
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Historically, teachers have relied on printable books to complement reading instruction, but there's a better way! Learn how digital books can he...\\
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## Educational Resource Library
# Download Library

We offer a wide array of teacher and student resources designed to enhance learning and expand literacy. Get instant access to our library of one sheets, company brochures, and more.

Explore research and efficacy papers and case studies on our award-winning products in the [Research Library](https://www.learninga-z.com/site/resources/research-and-efficacy "Research Library")!

**By Type** \| **[By Product](https://www.learninga-z.com/site/resources/download-library-by-product "By Product")**

## Brochures

![Raz-Plus Blended Learning Brochure](https://www.learninga-z.com/site/resources/download-library/media_1924ea3ebafa28582cfd34bd2017180fa71a274b6.png?width=750&format=png&optimize=medium)

### Raz-Plus Blended Learning Brochure

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## One Sheets

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### Raz-Plus Product Sheet

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### 10 Raz-Plus Resources You Should Be Using

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### Raz-Plus Foundational Skills One Sheet

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### Reading A-Z Foundational Skills One Sheet

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### Special Education Support

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### Vocabulary A-Z for VocabularySpellingCity Users

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### Raz-Plus Foundational Skills One Sheet

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### Raz-Plus ESSA Strong Evidence One Sheet

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### 10 Raz-Plus Resources for Use With Intermediate Students

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### 10 Raz-Plus Features You Should Be Using

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### Meaningful Conversations: Social-Emotional Learning Resource

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### Kids A-Z Summary Sheet

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### Vocabulary A-Z Infographic

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### Reading A-Z Foundational Skills One Sheet

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### 10 Science A-Z Resources for Use With Intermediate Students

[Read More](https://www.learninga-z.com/site/resources/download-library/10-saz-intermediate-resources)

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### 10 Reading A-Z Resources You Should Be Using

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### 10 Reading A-Z Spanish Resources You Should Be Using

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### 2018 Learning A-Z Awards Summary

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### 10 Reading A-Z Resources for Use With Intermediate Students

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### Learning A-Z Implementation Services

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### Professional Learning: Train-the-Trainer

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### Professional Learning: Webinars and Workshops

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### Raz-Kids Product Sheet

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### Raz-Plus Connected Classroom Product Sheet

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### Writing A-Z Product Sheet

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## Press Releases

![Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale](https://www.learninga-z.com/site/resources/download-library/media_182f176a00714635f7986780ea33db7eb9777cb81.jpeg?width=750&format=jpeg&optimize=medium)

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### Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities

[Read More](https://www.learninga-z.com/site/resources/download-library/5-billion-activities)

![Learning A-Z Wins 10 2016 BESSIE Awards, Making It The Most Recognized Company Again in 2016](https://www.learninga-z.com/site/resources/download-library/media_11f0614324eb56d6cea07778c802b5f74778a027f.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Wins 10 2016 BESSIE Awards, Making It The Most Recognized Company Again in 2016

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### Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-2016-codie-finalists)

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### Cambium Learning Group Wins an Impressive 10 BESSIE Awards for 2018

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### Cambium Learning Group Wins an Impressive 14 EDDIE Awards for 2018

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### Learning A-Z Releases Premier Blended Learning Resource: Raz-Plus

[Read More](https://www.learninga-z.com/site/resources/download-library/learning-a-z-releases-raz-plus)

![Cambium Learning Partners with Clever Across Four Business Units](https://www.learninga-z.com/site/resources/download-library/media_1a41f840aec510afbcb277903303c326205643908.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Partners with Clever Across Four Business Units

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-learning-clever)

![Learning A-Z Wins Two Prestigious Software and Information Innovation Association (SIIA) CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1bebf3ccf4a3a2cbb46332b13346f7d4dd3840a3e.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Wins Two Prestigious Software and Information Innovation Association (SIIA) CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/siia-codie-awards)

![Cambium Learning Group Wins an Impressive 14 BESSIE Awards for 2017](https://www.learninga-z.com/site/resources/download-library/media_1e20ff267285d549ad0df1abdbe4ea95717b857d2.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins an Impressive 14 BESSIE Awards for 2017

[Read More](https://www.learninga-z.com/site/resources/download-library/bessie-awards-2017)

![New White Paper from Dr. Timothy Rasinski of Kent State University Focuses on  Vocabulary Instruction Best Practices for PreK-6 Schools](https://www.learninga-z.com/site/resources/download-library/media_128bc833d6d813a8b7d61d7aa427360530fb341ed.jpeg?width=750&format=jpeg&optimize=medium)

### New White Paper from Dr. Timothy Rasinski of Kent State University Focuses on Vocabulary Instruction Best Practices for PreK-6 Schools

[Read More](https://www.learninga-z.com/site/resources/download-library/vocabulary-instruction-best-practices)

![Learning A-Z and UNICEF Kid Power Partner to Help Teachers Motivate and Engage Students While Empowering Them to Fight Hunger in Their Communities](https://www.learninga-z.com/site/resources/download-library/media_15079dccaab19ef843c3256258958e97c8c66acd2.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z and UNICEF Kid Power Partner to Help Teachers Motivate and Engage Students While Empowering Them to Fight Hunger in Their Communities

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-kid-power)

![One Week Into Learning A-Z and UNICEF Kid Power Partnership, Students Make More Than 100K Donations of Meals and Water to Families in Need](https://www.learninga-z.com/site/resources/download-library/media_19910ee372989bc7fc87c20fb2c4dc4a79d0eb422.jpeg?width=750&format=jpeg&optimize=medium)

### One Week Into Learning A-Z and UNICEF Kid Power Partnership, Students Make More Than 100K Donations of Meals and Water to Families in Need

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-kid-power-spring21)

![Learning A-Z Named One of the Top Companies to Work for in Arizona](https://www.learninga-z.com/site/resources/download-library/media_14ea2f53af104e935bbe3e90d658ccbc07123f238.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named One of the Top Companies to Work for in Arizona

[Read More](https://www.learninga-z.com/site/resources/download-library/top-companies-arizona)

![Learning A-Z Named a Top Company to Work for in Arizona for the Sixth Consecutive Year](https://www.learninga-z.com/site/resources/download-library/media_118589a45687fdac2018c1fe16340fdae0c84fc5f.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named a Top Company to Work for in Arizona for the Sixth Consecutive Year

[Read More](https://www.learninga-z.com/site/resources/download-library/top-az-company)

![Three Cambium Learning Group Companies Named Finalists in 2021 CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1c1b01c76825bd5e065d2d00560056c05f9a9f769.jpeg?width=750&format=jpeg&optimize=medium)

### Three Cambium Learning Group Companies Named Finalists in 2021 CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/three-cambium-2021-codie-finalists)

![Learning A-Z Introduces Raz-Plus Connected Classroom to Support Accelerated, Personalized Learning Anytime, Anywhere](https://www.learninga-z.com/site/resources/download-library/media_1cacb450d5248e2644a4207618a1656ee92159ec3.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Introduces Raz-Plus Connected Classroom to Support Accelerated, Personalized Learning Anytime, Anywhere

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-connected-classroom)

![The Raz-Plus Personalized Reading Solution from Learning A-Z is the Winner of the 2019 SIIA CODiE Award for the Best Reading/Writing/Literature Instructional Solution](https://www.learninga-z.com/site/resources/download-library/media_184c351e306d0b6e05124d5c0898a03ec9d5d72ce.jpeg?width=750&format=jpeg&optimize=medium)

### The Raz-Plus Personalized Reading Solution from Learning A-Z is the Winner of the 2019 SIIA CODiE Award for the Best Reading/Writing/Literature Instructional Solution

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-2019codie)

![Learning A-Z Introduces New Choices and Even Greater Engagement for PreK–6 Students with Enhancements to Suite of Literacy-Focused Products](https://www.learninga-z.com/site/resources/download-library/media_14f05007b1d4ec52543d73c0894fd669b7a9e0f62.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Introduces New Choices and Even Greater Engagement for PreK–6 Students with Enhancements to Suite of Literacy-Focused Products

[Read More](https://www.learninga-z.com/site/resources/download-library/new-choices-greater-engagement)

![Students Whose Teachers Use Raz-Plus Blended Learning Platform Show Higher Achievement and Interest in Reading According to Efficacy Study by McREL International](https://www.learninga-z.com/site/resources/download-library/media_164f54b3af6a584b60061e0d8559141a714f497e4.jpeg?width=750&format=jpeg&optimize=medium)

### Students Whose Teachers Use Raz-Plus Blended Learning Platform Show Higher Achievement and Interest in Reading According to Efficacy Study by McREL International

[Read More](https://www.learninga-z.com/site/resources/download-library/mcrel-study-raz-plus)

![Learning A-Z Adds Lexile Measures from MetaMetrics to Thousands of Leveled Resources for Learning](https://www.learninga-z.com/site/resources/download-library/media_15196f495dabbd42a83db94a611ceeea725b27ed3.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Adds Lexile Measures from MetaMetrics to Thousands of Leveled Resources for Learning

[Read More](https://www.learninga-z.com/site/resources/download-library/lexile-text-measures)

![Learning A-Z Invites K-6 Educators to Attend Complimentary Virtual Symposium](https://www.learninga-z.com/site/resources/download-library/media_18b6c9ac4b15ec8086e944702e72d15868fb317ce.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Invites K-6 Educators to Attend Complimentary Virtual Symposium

[Read More](https://www.learninga-z.com/site/resources/download-library/learninga-z-connect)

![PreK-6 Students Donate 88,000 Meals and Receive a New Opportunity to Help Families in Need Through Learning A-Z and UNICEF Kid Power Partnership](https://www.learninga-z.com/site/resources/download-library/media_19910ee372989bc7fc87c20fb2c4dc4a79d0eb422.jpeg?width=750&format=jpeg&optimize=medium)

### PreK-6 Students Donate 88,000 Meals and Receive a New Opportunity to Help Families in Need Through Learning A-Z and UNICEF Kid Power Partnership

[Read More](https://www.learninga-z.com/site/resources/download-library/laz-unicefkidpower-2021)

![Learning A-Z Introduces New Vocabulary A-Z to Help K–5 Students  Build Vocabulary and Increase Reading Comprehension](https://www.learninga-z.com/site/resources/download-library/media_16c6f73e0419946e61adda2d170641b368a144acd.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Introduces New Vocabulary A-Z to Help K–5 Students Build Vocabulary and Increase Reading Comprehension

[Read More](https://www.learninga-z.com/site/resources/download-library/introduces-vocabulary-az)

![Impact Grant Recipients to Receive Literacy-Focused, Blended Learning Solutions and Professional Development](https://www.learninga-z.com/site/resources/download-library/media_18555c773ed23b3a3275eec63cb1e08109fd1e62b.jpeg?width=750&format=jpeg&optimize=medium)

### Impact Grant Recipients to Receive Literacy-Focused, Blended Learning Solutions and Professional Development

[Read More](https://www.learninga-z.com/site/resources/download-library/impactgrantwinners)

![iKeepSafe Certifies Learning A-Z Products](https://www.learninga-z.com/site/resources/download-library/media_1f286b7e76486d0e4a8dd7af4cf7d3a8fa2180743.jpeg?width=750&format=jpeg&optimize=medium)

### iKeepSafe Certifies Learning A-Z Products

[Read More](https://www.learninga-z.com/site/resources/download-library/ikeepsafecertified)

![Learning A-Z Reaches 8 Million Students Worldwide](https://www.learninga-z.com/site/resources/download-library/media_176c4deda020d18479960e61fb94f1cba50ef0cd4.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Reaches 8 Million Students Worldwide

[Read More](https://www.learninga-z.com/site/resources/download-library/eight-million-students)

![Learning A-Z Named EdTech Awards Finalist for Trendsetting Social-Emotional Learning Solution](https://www.learninga-z.com/site/resources/download-library/media_185396b040195307c1131e17fa231ea65e60efa3d.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named EdTech Awards Finalist for Trendsetting Social-Emotional Learning Solution

[Read More](https://www.learninga-z.com/site/resources/download-library/edtech-awards-2022-trendsetting-social-emotional-learning)

![Cambium Learning Group K–12 Education Solutions Are Named Finalists in Nine SIIA CODiE Award Categories](https://www.learninga-z.com/site/resources/download-library/media_1e735bff1f43ddf70aad953de928e54a1bb2e7d55.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group K–12 Education Solutions Are Named Finalists in Nine SIIA CODiE Award Categories

[Read More](https://www.learninga-z.com/site/resources/download-library/codie-finalists-2019)

![Cambium Learning Earns 14 Finalist Nominations for SIIA CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1f1e83fee994aaa3df087354d8678ddb554656cd2.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Earns 14 Finalist Nominations for SIIA CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/codie-finalist-2018)

![CARES Act Hub from Learning A-Z Offers Free Resources to Help Educators Secure Funding and Bridge the Distance Learning Gap](https://www.learninga-z.com/site/resources/download-library/media_189190bbf4a79cad9301937bae90f5763fb624faa.jpeg?width=750&format=jpeg&optimize=medium)

### CARES Act Hub from Learning A-Z Offers Free Resources to Help Educators Secure Funding and Bridge the Distance Learning Gap

[Read More](https://www.learninga-z.com/site/resources/download-library/cares-act-resources)

![SIIA Names Cambium Learning Group a 14-Time Finalist in Its 2022 CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1b48e10d9191fc11d1b2f7bd0989833dfceb0a6ae.jpeg?width=750&format=jpeg&optimize=medium)

### SIIA Names Cambium Learning Group a 14-Time Finalist in Its 2022 CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-siia-codie-finalists-2022)

![SIIA Announces Learning A-Z and ExploreLearning as Finalists for 2017 CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_18317f65d95c7b4f5ff1616aea32bc8a7b3d033e3.jpeg?width=750&format=jpeg&optimize=medium)

### SIIA Announces Learning A-Z and ExploreLearning as Finalists for 2017 CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-2017-codie-finalists)

![Learning A-Z Announces Winners of Student Book Cover Design Contest](https://www.learninga-z.com/site/resources/download-library/media_180c26acedf8bc3f1f7d87f288954153181fd61fd.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Announces Winners of Student Book Cover Design Contest

[Read More](https://www.learninga-z.com/site/resources/download-library/book-design-contest)

![Learning A-Z Named SIIA 2020 CODiE Award Finalist for ELL and STEM Solutions](https://www.learninga-z.com/site/resources/download-library/media_13511fce1d1646ac65c1eb92ffe52bfd5fc2735ff.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named SIIA 2020 CODiE Award Finalist for ELL and STEM Solutions

[Read More](https://www.learninga-z.com/site/resources/download-library/2020-codie-award-finalists)

![Learning A-Z Reaches More Than 6 Billion Digital Books Read](https://www.learninga-z.com/site/resources/download-library/media_10ca3205901532428de9e19a31ef8e6c4538555d6.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Reaches More Than 6 Billion Digital Books Read

[Read More](https://www.learninga-z.com/site/resources/download-library/6-billion-books-read)

![Learning A-Z Wins Three EdTech Cool Tool Awards for PreK–6 Blended Learning Solutions](https://www.learninga-z.com/site/resources/download-library/media_151dbced5639476c24f595acdfc200f5494a1f820.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Wins Three EdTech Cool Tool Awards for PreK–6 Blended Learning Solutions

[Read More](https://www.learninga-z.com/site/resources/download-library/2020-edtech-awards-winner)

![Learning A-Z  Partners With NWEA To Integrate Test Data Into Platform](https://www.learninga-z.com/site/resources/download-library/media_180195d4b5317cee3dd27428f485b604791697261.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Partners With NWEA To Integrate Test Data Into Platform

[Read More](https://www.learninga-z.com/site/resources/download-library/nwea-partnership-announcement)

![Cambium Learning Group Appoints Patrick Marcotte President of Learning A-Z](https://www.learninga-z.com/site/resources/download-library/media_191e69aae098b33ec0b7973945321a495202b8cdd.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Appoints Patrick Marcotte President of Learning A-Z

[Read More](https://www.learninga-z.com/site/resources/download-library/patrick-marcotte-appointedpresident)

![Broward County Public Schools Selects Science A-Z As District-wide Supplement to K–5 Science Curriculum](https://www.learninga-z.com/site/resources/download-library/media_14166f15fbedb2bb48ae1d62ba4be573e18730dc6.jpeg?width=750&format=jpeg&optimize=medium)

### Broward County Public Schools Selects Science A-Z As District-wide Supplement to K–5 Science Curriculum

[Read More](https://www.learninga-z.com/site/resources/download-library/broward-county-public-schools)

![Learning A-Z Named One of 100 Best Arizona Companies](https://www.learninga-z.com/site/resources/download-library/media_103971b350f544a63111b34f2b0d954cdf66bb079.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named One of 100 Best Arizona Companies

[Read More](https://www.learninga-z.com/site/resources/download-library/100-best-arizona-companies)

![Cambium Learning Group Wins an Impressive 11 BESSIE Awards for 2019](https://www.learninga-z.com/site/resources/download-library/media_1af0f07205527a48c5dd2d045c97fc3fb82906ae7.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins an Impressive 11 BESSIE Awards for 2019

[Read More](https://www.learninga-z.com/site/resources/download-library/2019-bessie-award)

![Cambium Learning Group Wins 3 SIIA CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1870f8fd34da1bc897a9fe225c26c70fb1e58c95f.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins 3 SIIA CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/2016-codie-awards)

![Learning A-Z and ExploreLearning Announced as Finalists for 2018 Bett Awards](https://www.learninga-z.com/site/resources/download-library/media_1f94b3120bf357687f471df90324017ab2cf5482b.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z and ExploreLearning Announced as Finalists for 2018 Bett Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-2018-bett-awards-finalists)

![Learning A-Z Launches Foundations A-Z to Build Foundational Reading Skills](https://www.learninga-z.com/site/resources/download-library/media_1ff240c2c41a68d996067c7e869c3eb0a47fdfce3.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Launches Foundations A-Z to Build Foundational Reading Skills

[Read More](https://www.learninga-z.com/site/resources/download-library/foundations-a-z-launch-press-release)

![Learning A-Z Attains IMS Global Certification for OneRoster v1.1 Standard](https://www.learninga-z.com/site/resources/download-library/media_188d6222190ad6d7f9fb0afbc991013a45732dfca.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Attains IMS Global Certification for OneRoster v1.1 Standard

[Read More](https://www.learninga-z.com/site/resources/download-library/ims-global-certification)

![Learning A-Z Introduces Foundations A-Z to Support Science of Reading-Based Literacy Instruction](https://www.learninga-z.com/site/resources/download-library/media_1ff240c2c41a68d996067c7e869c3eb0a47fdfce3.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Introduces Foundations A-Z to Support Science of Reading-Based Literacy Instruction

[Read More](https://www.learninga-z.com/site/resources/download-library/introducing-foundations-a-z-press-release)

![Learning A-Z Announces Raz-Plus Español](https://www.learninga-z.com/site/resources/download-library/media_1361c08488dd5d5a0707b0aadea9d2c976baadd88.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Announces Raz-Plus Español

[Read More](https://www.learninga-z.com/site/resources/download-library/introducing-raz-plus-espanol-press-release)

![Learning A-Z Science Curriculum Named to New Mexico Public Education Department’s List of Approved Science Resources](https://www.learninga-z.com/site/resources/download-library/media_1f820d4ef2fc279fda148eb1b096d46892e22c470.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Science Curriculum Named to New Mexico Public Education Department’s List of Approved Science Resources

[Read More](https://www.learninga-z.com/site/resources/download-library/nmped-adoption-sciencea-z)

![Texas State Board of Education Adopts Raz-Plus ELL Texas Edition](https://www.learninga-z.com/site/resources/download-library/media_1fafe621253ef36b796a1e9d7969c28cc31af1500.jpeg?width=750&format=jpeg&optimize=medium)

### Texas State Board of Education Adopts Raz-Plus ELL Texas Edition

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-ell-texas)

![Learning A-Z and NWEA Partner to Provide Just-Right Reading Experiences](https://www.learninga-z.com/site/resources/download-library/media_1bf9f64a4af782b49a4dc35258fbd877feeb2c968.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z and NWEA Partner to Provide Just-Right Reading Experiences

[Read More](https://www.learninga-z.com/site/resources/download-library/learninga-z-nwea-partnership)

![Learning A-Z Adds New Interactive Student Resources and Teacher Upgrades to Science A-Z](https://www.learninga-z.com/site/resources/download-library/media_1088b237e8b3b63c486dadbb037bb74e5117dd27e.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Adds New Interactive Student Resources and Teacher Upgrades to Science A-Z

[Read More](https://www.learninga-z.com/site/resources/download-library/sciencea-z-upgrades)

![Learning A-Z Named Winner of the Inaugural 2021 Supes’ Choice Award for Equity and Anti-Racism Champion](https://www.learninga-z.com/site/resources/download-library/media_14240b6ed83e7fce6eb1abb4eceb026a331a15433.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Named Winner of the Inaugural 2021 Supes’ Choice Award for Equity and Anti-Racism Champion

[Read More](https://www.learninga-z.com/site/resources/download-library/supes-choice-award-press-release)

![Learning A-Z wins prestigious Tech & Learning Award of Excellence for Raz-Plus](https://www.learninga-z.com/site/resources/download-library/media_180ceec775c8d8283d76b9f82fdef2fc8b2616385.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z wins prestigious Tech & Learning Award of Excellence for Raz-Plus

[Read More](https://www.learninga-z.com/site/resources/download-library/tech-learning-award-2018)

![New Donation Challenge in Collaboration With UNICEF Kid Power](https://www.learninga-z.com/site/resources/download-library/media_11fcf8c84eaa4842155a27a223e1728a10028334d.jpeg?width=750&format=jpeg&optimize=medium)

### New Donation Challenge in Collaboration With UNICEF Kid Power

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-2022-donation-challenge-press-release)

![Learning A-Z in Collaboration With UNICEF Kid Power® Awards Classroom Winner of Donation Drive](https://www.learninga-z.com/site/resources/download-library/media_17104eea81941e3b8f37bdb9e01349347d55d7e27.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z in Collaboration With UNICEF Kid Power® Awards Classroom Winner of Donation Drive

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-kid-power-winning-classroom-press-release)

![Winners of Donation Drive in Collaboration with UNICEF Kid Power Announced](https://www.learninga-z.com/site/resources/download-library/media_18b331bd0ca1d51e29c34d66fccc933679158b9ba.jpeg?width=750&format=jpeg&optimize=medium)

### Winners of Donation Drive in Collaboration with UNICEF Kid Power Announced

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-spring-donation-results-winners-press-release)

![Learning A-Z and UNICEF Kid Power Enable Students to Provide Support for Children and Families of Ukraine](https://www.learninga-z.com/site/resources/download-library/media_13dfbc309a726e913d16d6c643a8380b2ea7d3008.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z and UNICEF Kid Power Enable Students to Provide Support for Children and Families of Ukraine

[Read More](https://www.learninga-z.com/site/resources/download-library/unicef-ukraine-donation-press-release)

![Unveiling New Foundational Skills and Writing Solutions at Our Annual Learning A-Z CONNECT Virtual Conference](https://www.learninga-z.com/site/resources/download-library/media_1fcfd221049877e8391d95e05c522fc172abd071c.jpeg?width=750&format=jpeg&optimize=medium)

### Unveiling New Foundational Skills and Writing Solutions at Our Annual Learning A-Z CONNECT Virtual Conference

[Read More](https://www.learninga-z.com/site/resources/download-library/unveil-new-solutions-connect-conference)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Teacher Resources Library
# Explore our library of  teacher resources.

Find practical tips, research insights, product guides, professional learning opportunities and more - all designed to support your teaching.

![](https://www.learninga-z.com/site/media_15106936eb9acaf9323942cacf244df647b1be244.png?width=750&format=png&optimize=medium)

![](https://www.learninga-z.com/site/media_1e7f3e869179284b652e03b5bbdd28a8332f08b11.png?width=750&format=png&optimize=medium)

## **Breakroom Blog**

Get practical teaching tips, inspiring stories, and the latest insights from Learning A-Z and fellow educators

[View Now](https://www.learninga-z.com/site/resources/breakroom-blog "View Now")

![](https://www.learninga-z.com/site/media_1a133b83ee9069dc5aee81a61e6663477be3c31e9.png?width=750&format=png&optimize=medium)

## **Research**

Get practical teaching tips, inspiring stories, and the latest insights from Learning A-Z and fellow educators

[View Now](https://www.learninga-z.com/site/resources/research-and-efficacy "View Now")

![](https://www.learninga-z.com/site/media_140c13cd281ca572656540917b08942489b304f10.png?width=750&format=png&optimize=medium)

## **Professional Learning Resources**

Get practical teaching tips, inspiring stories, and the latest insights from Learning A-Z and fellow educators

[View Now](https://www.learninga-z.com/site/resources/professional-development/get-helpful-resources/guides-and-materials-by-type "View Now")

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## **Virtual Professional Learning**

Get practical teaching tips, inspiring stories, and the latest insights from Learning A-Z and fellow educators

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## Raz-Plus Reading Proficiency
# Raz-Plus and Reading Proficiency in a Rural Elementary School

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This case study examined the effects of a school-wide implementation of Raz-Plus in a setting where students were economically disadvantaged and where school-wide reading proficiency was relatively low as measured by the state reading assessment. The study compared reading proficiency levels for student cohorts four years apart.

## Main Findings

Before the implementation of Raz-Plus, 61% of students at the school met the proficient level in the Idaho Standards Achievement Test: Reading (ISAT: Reading). Three years after the Raz-Plus implementation began, the percentage of students meeting the proficient level had increased to 95%.

## Participants

Participants were 193 students from a rural elementary school where all students qualified for free meals.

## Study Design and Procedures

This case study compared data for each cohort of students before and after the Raz-Plus implementation. The ISAT: Reading assessment served as the measure to compare the school’s historical baseline on that assessment to a follow-up after three years of implementing Raz-Plus.

## Citation

Learning A-Z (revised 2020, February). _Case study: Idaho, Wilder School District._ Tucson, AZ: Author

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Plus and Reading Proficiency in a Rural Elementary School](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1353b64ef3f1955c8c883c0e052e2f8fa7f40dda2.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/raz-plus-rural-elementary.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/raz-plus-rural-elementary.pdf")

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## Milwaukee Literacy Case Study
# Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This case study examined the impact of implementing Reading A-Z and Raz-Kids (now called Raz-Plus) for supplemental and intervention literacy instruction in a large urban school district. State assessment scores before and after the implementation of Reading A-Z and Raz-Kids were used to evaluate changes in reading proficiency.

## Main Findings

After using Reading A-Z and Raz-Kids, 11 of the participating schools saw double-digit increases in their scores on the Wisconsin Knowledge and Concepts Examination, and reading proficiency scores throughout the district had the largest increase in five years.

## Participants

Participants were students in elementary schools throughout the Milwaukee Public Schools district.

## Study Design and Procedures

This case study compared data for the 2010–2011 school year to historical baseline data for the district. During the 2010–2011 school year, the district’s administration made Reading A-Z and Raz-Plus the primary supplemental and intervention programs for schools to use, during and after school hours.

## Citation

Learning A-Z (revised 2020, October). _Case study: Wisconsin, Milwaukee Public Schools._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan](https://www.learninga-z.com/site/resources/research-and-efficacy/media_176256de0e53ea77c99bcb82aac07e2395b16d5dc.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/readingaz-razkids-mps.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/readingaz-razkids-mps.pdf")

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## English Language Learning
# English Language Learning: Speaking, Listening, Reading, and Writing in English

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview), [Raz-Plus ELL](https://main--learninga-z--aemsites.aem.page/site/products/ell/overview)

## About this Research

## Summary

Raz-Plus® ELL by Learning A-Z® was developed on scientifically-based instructional models. Its resources help English language learners develop speaking, listening, reading, writing, and grammar skills in English, along with both general and academic vocabulary. Reading A-Z and Raz-Plus, while not specifically targeting English language learners, also include a wide range of resources to support English language learning, including learning vocabulary, discussing readings, answering questions, and reading and listening to English in a variety of genres.

## Highlights

This white paper includes sections about research on the following areas of English language learning:

- Academic language acquisition
- Speaking
- Listening
- Reading
- Writing
- Vocabulary
- Grammar

## Citation

Learning A-Z (2019). _English language learning: Helping students with speaking, listening, reading, and writing in English._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![English Language Learning: Speaking, Listening, Reading, and Writing in English](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1d08605033c7c37eea551e2cdf531e8b24678709d.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/english-language-learning-english.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/english-language-learning-english.pdf")

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## Research and Efficacy
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## Research Base

* * *

[![English Language Learning: Speaking, Listening, Reading in English](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1deb2a521a0cf8a7ba562db2f5038254ec9209d20.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**English Language Learning: Speaking, Listening, Reading in English** \\
\\
Raz-Plus ELL helps English language learners develop speaking, listening, reading, writing, and grammar skills in English.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/english-language-learning-english)

## Raz-Plus Reading Study
# Independent Study: Raz-Plus and Reading Achievement in Students in Grades 3–5

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

In this independent study, Empirical Education, Inc. compared the reading abilities, as measured by the STAR assessment, of students in a large urban school district. Two groups were created for comparing scores: one group consisted of students whose teachers actively used Raz-Plus, while the other group consisted of students whose teachers did not.

## ESSA Evidence Level: Moderate

This study meets moderate evidence standards because it used a well-controlled quasi-experimental design and produced statistically significant positive effects with a large sample size across multiple sites.\*

## Main Findings

Students whose teachers actively used Raz-Plus had significantly higher scores in the STAR Reading assessment compared to students whose teachers did not use Raz-Plus. Specific subgroups of students also showed significant differences in favor of Raz-Plus. Those subgroups included fourth-grade students, non-white students, and economically disadvantaged students.

## Participants

This study examined data from 7,083 students in grades 3–5 from an urban, ethnically diverse school district.

## Study Design and Procedures

This study analyzed reading achievement data from students in two groups: students whose teachers actively used Raz-Plus in the 2016–2017 school year, and students whose teachers did not actively use Raz-Plus. In order to ensure comparable groups, classrooms were matched based on student gender, ethnicity, ELL status, eligibility for free or reduced-price lunch, disability, and fall (pretest) STAR scores.

## Citation

Empirical Education, Inc. (2019). _Effectiveness of Learning A-Z’s Raz-Plus in Milwaukee Public Schools_ (Empirical Education report number LAZ\_6057-DDS-R-2019-O.1). San Mateo, CA: Author.

\*Source: U.S. Department of Education (2016). _Non-regulatory guidance: Using evidence to strengthen education investments._ Washington, DC: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Plus and Reading Achievement in Students in Grades 3–5](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f594cd15d34402d90e1f3934726a551301c29f94.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/razplus-empirical-education.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/razplus-empirical-education.pdf")

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## Teaching Science Inquiry
# Teaching Science: Scientific Literacy and Inquiry

**Research Applies to:** [Science A-Z](https://main--learninga-z--aemsites.aem.page/site/products/sciencea-z/overview)

## About this Research

## Summary

Science A-Z is based on both scientific literacy and inquiry, which requires exposing students to materials that promote fundamental scientific concepts and practices, and emphasizing problem-based learning to encourage students to generate and revise theories and draw conclusions based on evidence. When these two concepts are combined, students can expand their scientific knowledge while developing their research and critical thinking skills, leading to better scientific literacy in the future.

## Highlights

Take a look at this explanation of key terms related to science instruction and how Science A-Z addresses these instructional needs:

- Scientific literacy
- Scientific inquiry
- Science and engineering practices
- Cross-cutting concepts that span multiple scientific disciplines
- Domain-specific concepts

## Citation

Learning A-Z (2019). _Teaching science: Scientific literacy and inquiry._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Teaching Science: Scientific Literacy and Inquiry](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1ee195c387ef0c0f9834fa3debde8ccac5f7c7f39.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/TeachingScience.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/TeachingScience.pdf")

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## Foundations A-Z Research
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## ESSA — Proven Results

* * *

[![Foundations A-Z Meets the Criteria for ESSA Level IV Evidence](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1be38d3cb021ee021766a0f091c56b6ef1a5c4861.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Effective\\
\\
**Foundations A-Z Meets the Criteria for ESSA Level IV Evidence** \\
\\
LXD Research, an independent research firm, found, through interviews with product designers and evaluation of their research-informed activities, that Foundations A-Z demonstrates a rationale to be effective.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-a-z-meets-criteria-for-essa-level-iv-evidence)

## Case Studies

* * *

[![Idaho School Boosts LiteracyGrowth With Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_17ada7049bcb2c0bb0082c822ae88ba44907a77ee.jpg?width=750&format=jpg&optimize=medium)\\
\\
**Idaho School Boosts LiteracyGrowth With Foundations A-Z** \\
\\
This study explores how Foundations A-Z accelerated literacy scores for Wilder Elementary School in Wilder, Idaho.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/idaho-school-boosts-literacy)

[![Texas District Elevates ReadingInstruction With Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1fa91f27b91f3bccbd2644d42359b25608ac79cdd.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Texas District Elevates ReadingInstruction With Foundations A-Z** \\
\\
This study examines how a school used Foundations A-Z to meet their criteria for success.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/china-spring-isd)

## Research Base

* * *

[![Foundations A-Z Research Guide | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1056eee201e644078cfcf4fff9d8a4997d5478a52.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Foundations A-Z Research Guide** \\
\\
This guide highlights the research base and instructional design on which the Foundations A-Z literacy program was built, ensuring acquisition of foundational skills by students in Grades K-5.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-a-z-research-guide)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Summer Slide Prevention
# Addressing the “Summer Slide” With Raz-Kids and Reading A-Z

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

This study examined the effects of reading independently and completing select literacy activities at home during summer break. By comparing students’ reading levels before and after summer break, researchers were able to determine whether at-risk students who used Raz-Kids and Reading A-Z under parental supervision experienced the "summer slide."

## Main Findings

The findings showed that 85% of the students avoided the "summer slide" by either staying at the same reading level throughout the study or by increasing their reading level. Students gained an average of one reading level, as measured by Learning A-Z’s running records (administered by teachers). In addition, students showed gains in words correct per minute (WCPM) and in comprehension quiz scores, regardless of gains in reading level. Students who read significantly fewer books than their peers during the treatment period were less likely to show gains in reading level.

## Participants

Participants were 77 students in grades K–5 at risk for reading difficulties as identified by their teachers. Participants came from three ethnically diverse schools in Arizona, California, and Washington.

## Study Design and Procedures

This study used a single-group pre- and posttest design. The study took place from May to September and overlapped mostly with school summer break. Participants in this study did not attend summer school, but instead completed Raz-Kids and Reading A-Z activities at home under parental supervision. Students using Raz-Kids read an average of 50 books and took an average of 115 comprehension quizzes. Students using Reading A-Z read an average of 25 books and took an average of 20 comprehension quizzes.

## Citation

Resendez, M., & Azin, M. (2014). _Raz-Kids and Reading A-Z: A report on the 2013 summer reading field studies._ PRES Associates, Inc.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Addressing the Summer Slide With Raz-Kids and Reading A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_187e74bad73cd895fbda82b24642e740a4a854735.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/case-study-summer-slide.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/case-study-summer-slide.pdf")

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## Tutoring Impact on Reading
# Reading Growth in Elementary School Students Following Tutoring Programs

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This peer-reviewed publication describes a study in which elementary school students diagnosed with learning disabilities and living in rural communities participated in a tutoring program to improve reading fluency. The study used a regression discontinuity design, which helps ensure that the groups being compared are similar and that differences in the outcomes are the result of the program.

## Main Findings

Students who received the tutoring programs\* achieved greater growth in reading fluency than students who did not receive tutoring services. This difference was statistically significant.

## Participants

Participants were 246 second-, third-, and fourth-grade students diagnosed with specific learning disabilities from 11 schools across nine rural districts in a Midwestern state.

## Study Design and Procedures

This study used a regression discontinuity design. Tutoring services were delivered by volunteers three times per week for 26 weeks for approximately 30 minutes per session in a one-on-one setting. Reading fluency was measured using the oral reading fluency subtest of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

## Citation

Hampton, D. D., Morrison, W. F., Rizza, M., & Osborn, J. (2015). A volunteer tutoring program in reading: Examining the growth in reading achievement of elementary grade students with SLD in a tutoring based intervention. _Ohio Journal of Teacher Education, 29_(2), 5-23.

\*Reading Tutors, which is now part of Reading A-Z and Raz-Plus, was one of the tutoring programs used in this study.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

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## Raz-Plus Study Results
# McREL Study Examines Effects of Raz-Plus on Reading Achievement and Motivation

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

# About this Research

In this independent study, McREL International examined the effects of Raz-Plus on the reading skills and motivation to read of K–5 students. The study was a randomized controlled trial meeting rigorous standards of research in order to identify a causal relation between Raz-Plus and reading skills and motivation.

## ESSA Evidence Level: Strong

This study meets strong evidence standards because it used a well-controlled experimental design and produced statistically significant positive effects with a large sample size across multiple sites.\*

## Main Findings

Students whose teachers used Raz-Plus showed significantly higher levels of reading achievement and significantly higher levels of interest in both academic and recreational reading, compared with students whose teachers did not use Raz-Plus. The effect sizes were 0.14 for reading achievement, 0.63 for interest in academic reading, and 0.57 for interest in recreational reading.

## Participants

Participants were 662 students in grades K–5 in rural schools in the Southeastern United States serving predominantly low-income and minority populations.

## Study Design and Procedures

This study used a randomized controlled trial design in which classrooms were randomly assigned to either the treatment group (Raz-Plus) or the control group (standard curriculum used by the schools). Students in the treatment group used Raz-Plus three to five times per week for 60–90 minutes each time, on average, for 13 weeks. Students in both groups completed pre- and posttests for reading achievement, as measured by the STAR assessment, and for interest in reading, as measured by the Elementary Reading Attitude Survey (ERAS).

## Citation

Ho, H. (2018, August 30). _Efficacy study of Raz-Plus, a blended learning platform for K–5 reading._ Denver, CO: McREL International.

\*Source: U.S. Department of Education (2016). _Non-regulatory guidance: Using evidence to strengthen education investments._ Washington, DC: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![McREL Study Examines Effects of Raz-Plus on Reading Achievement and Motivation](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13def8212970dfdba68db1002458c96c09cb7143a.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/mcrel-study-razplus.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/mcrel-study-razplus.pdf")

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## 21st Century Skills Overview
# 21st Century Skills: Preparing Students for Future Success

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

## Summary

Problem solving, communication, collaboration, and creativity have become increasingly important at school and at work. Learning A-Z has developed a collection of resources for reading, writing, and science to promote critical thinking, teamwork, and discussion.

## Highlights

This white paper includes a description of the domains typically considered 21st century skills, along with a list of resources that help students:

- Work collaboratively in groups
- Solve specific problems
- Complete projects
- Express their ideas through effective communication in speech and in writing
- Engage in discussion, argument, and debate

## Citation

Learning A-Z (2019). _21st century skills: Preparing students for future success._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![21st Century Skills: Preparing Students for Future Success](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1cba7bb009d11e27f846c4ef38433792ebc5e119d.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/21st-century-skills-whitepaper.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/21st-century-skills-whitepaper.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/21st-century-skills-whitepaper.pdf "Access Full Report")**

## Reading A-Z Impact Study
# Reading A-Z and Literacy Skills in Title I School With ELL Majority

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This case study focused on a classroom implementation of Reading A-Z in a Title I school where the majority (approximately two-thirds) of the students were English language learners (ELLs). Three separate measures (reading fluency, sight-word identification, and change in reading level) were used to assess program impact.

## Main Findings

After using Reading A-Z, students showed gains in both oral reading fluency and sight-word reading. Students also progressed six reading levels during implementation, moving from an average level G (first-grade level) at the start of the school year to an average level M (second-grade level) in the spring.

## Participants

Participants in this case study were a second-grade teacher at a Title I elementary school in an urban school district and her 24 students. ELL students comprised 67% of participants.

## Study Design and Procedures

This case study compared data for the same group of students before and after the Reading A-Z implementation. During implementation, students used resources from Reading A-Z both in school and as homework. The Oral Reading Fluency test from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Dolch Sight Words list served as pre- and posttest.

## Citation

Learning A-Z (revised 2020, February). _Case study: Arizona, Washington Elementary School District._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Reading A-Z and Literacy Skills in Title I School With ELL Majority](https://www.learninga-z.com/site/resources/research-and-efficacy/media_19ddff31aea6fdca928346ab7a4039ef15d55d21c.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/reading-az-literacy-ell.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/reading-az-literacy-ell.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/reading-az-literacy-ell.pdf "Access Full Report")**

## Research and Efficacy
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## Research Base

* * *

[![Teaching Science: Scientific Literacy and Inquiry](https://www.learninga-z.com/site/resources/research-and-efficacy/media_162c9074228928491c2e0ca1296283272eead0e7e.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Teaching Science: Scientific Literacy and Inquiry** \\
\\
Scientific literacy requires learning fundamental scientific concepts and practices, terms that this white paper defines and explores.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/teaching-science-inquiry)

## Raz-Kids Reading Study
# Raz-Kids and Reading Accuracy in Second Graders

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

Second-grade students used Raz-Kids for independent reading practice in this study. Students read electronic books independently in short but frequent Raz-Kids implementations. Running records were used to measure changes in reading accuracy and fluency before and after using Raz-Kids.

## Main Findings

Students showed statistically significant gains in words correct per minute (WCPM) after using Raz-Kids. Reading comprehension also improved after using Raz-Kids, although the gains were not statistically significant.

## Participants

Participants were 17 second-grade students from a rural/urban school district in northern Texas.

## Study Design and Procedures

This study used a single-group pre- and posttest design. Students used Raz-Kids for 20 minutes per day for six weeks. During this time, students either read books independently online or completed an assignment given to them by the teacher. Electronic running records served as pre- and posttest to measure words correct per minute and reading comprehension.

## Citation

Hendrickson, B. (2014). The effectiveness of electronic books in the primary classroom. _The Eagle Feather._ Retrieved from [https://eaglefeather.honors.unt.edu/2014/article/309#.Xl2tXUqhcaE](https://eaglefeather.honors.unt.edu/2014/article/309#.Xl2tXUqhcaE "https://eaglefeather.honors.unt.edu/2014/article/309#.Xl2tXUqhcaE")

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Kids and Reading Accuracy in Second Graders](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a81832002158bf7280e0402eb682cea4c93a27c.jpeg?width=750&format=jpeg&optimize=medium)](https://eaglefeather.honors.unt.edu/2014/article/309#.XmhTLEqhcaF "https://eaglefeather.honors.unt.edu/2014/article/309#.XmhTLEqhcaF")

**[Access Full Report](https://eaglefeather.honors.unt.edu/2014/article/309#.XmhTLEqhcaF "Access Full Report")**

## Writing A-Z Research Guide
# Writing A-Z Research Guide

**Research Applies to:** [Writing A-Z](https://main--learninga-z--aemsites.aem.page/site/products/writinga-z/overview)

## About this Research

## Summary

To be skilled writers, students need explicit instruction in foundational writing skills and strategies to communicate their ideas and understand a text. Writing A-Z provides explicit, evidence-based instruction and practice opportunities that enable students to develop strong foundational writing skills.

## Highlights

This research guide provides information on the research base on which Writing A-Z was built, focusing on:

- Challenges to Effective Writing Instruction
- Predictors of Writing Achievement
- Becoming a Skilled Writer
- Research-Based Teaching Strategies
- Increasing Writing Instruction and Practice
- Feedback
- The Writing A-Z Solution

## Citation

Learning A-Z (2023). Research Base for Writing A-Z Research Guide. Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Writing A-Z Research Guide](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1b5ca0f25b49ad9e582a90baa4d4804eeae5ede6e.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/writinga-z-research-base.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/writinga-z-research-base.pdf")

**[View the Full Research Base](https://www.learninga-z.com/user_area/content_media/raw/writinga-z-research-base.pdf "View the Full Research Base")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Raz-Kids Reading Impact
# How Raz-Kids Impacts Third Graders’ Reading Comprehension and Attitude Toward Reading

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

## About This Research

In this master’s thesis, the researcher examined whether students using Raz-Kids for independent reading would show increased reading comprehension and higher motivation to read. The researcher compared students using Raz-Kids to students reading from traditional books, adding to the body of research exploring differences between print reading and digital reading.

## Main Findings

Students who used Raz-Kids showed greater gains in reading comprehension and attitude toward reading than students in the control group.

## Participants

Participants were 37 third-grade students in two self-contained classrooms from a Title I elementary school in rural North Carolina.

## Study Design and Procedures

This study used a nonequivalent control group design. Students in the treatment group read Raz-Kids eBooks of their choice for 30 minutes three days per week for six weeks. Students in the control group read traditional books of their choice during the same amount of time and at the same frequency as the treatment group. The mCLASS Text Reading Comprehension (TRC) assessment and Garfield Elementary Reading Attitude Survey (GERAS) were used to measure reading level and attitude toward reading, respectively.

## Citation

Carroll, H. (2013). _Will the use of Raz-Kids during independent reading time improve third grade students’ reading attitude and comprehension?_ (Unpublished master's thesis). East Carolina University, Greenville, NC.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Research and Efficacy
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## ESSA — Proven Results

* * *

[![McREL Study Examines Effects of Raz-Plus on Reading Achievement](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f249a44da648505d2afb14409b5ba824a9ceb178.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Strong\\
\\
**McREL Study Examines Effects of Raz-Plus on Reading Achievement** \\
\\
Read about McREL International's rigorous study of the effects of Raz-Plus on reading skills and motivation to read.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/mcrel-study-razplus)

[![Raz-Plus and Reading Achievement in Students in Grades 3–5](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1931018561f3130ffd996b372aaf7f1431a9e9e86.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Moderate\\
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**Raz-Plus and Reading Achievement in Students in Grades 3–5** \\
\\
This independent study in a large urban school district compared reading abilities in two student groups: one with Raz-Plus, one without.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-milwaukee-study)

[![Tutoring Programs and Reading Achievement in Second-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a43bf111ca19348d62cd88441d950f0c8cd3fcc.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Moderate\\
\\
**Tutoring Programs and Reading Achievement in Second-Grade Students** \\
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Read about second-grade students in rural schools who used Raz-Plus as part of their tutoring in this study.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/tutoring-reading-study)

## Case Studies

* * *

[![Case Study: Addressing the “Summer Slide” With Raz-Kids & Reading A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_183b6096b364a18798579b521cf57cf427eb841c8.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Case Study: Addressing the “Summer Slide” With Raz-Kids & Reading A-Z** \\
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This study asks whether at-risk students using Raz-Kids and Reading A-Z can overcome the “summer slide.”\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/summer-slide-readingaz-razkids)

[![Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan](https://www.learninga-z.com/site/resources/research-and-efficacy/media_18b0957c700d84284ecb3a7b89a1b8ff42a5ad31b.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan** \\
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What happens when a large urban school district implements Reading A-Z and Raz-Kids for supplemental and intervention literacy instruction?\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/case-study-milwaukee-mps)

[![Raz-Plus and Early Reading Skills in Kindergarten Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1e98d7818d7172c5d7900fe35a4d0aa998029a47b.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Plus and Early Reading Skills in Kindergarten Students** \\
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By including students with low pre-literacy skills, this study informs the field of potential prevention for future reading difficulties.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-early-reading-kindergarten)

[![Raz-Kids and Developmental Reading in First-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_140c1b87191ede5a06c68599eb6070ae9f09d0035.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Raz-Kids and Developmental Reading in First-Grade Students** \\
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This case study examined how Raz-Kids impacted reading scores in first-grade students from economically disadvantaged families.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-developmental-reading)

[![Reading A-Z and Literacy Skills in Title I School With ELL Majority](https://www.learninga-z.com/site/resources/research-and-efficacy/media_139b3f15cee87ae528cdb16a44a08ba98e38af413.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Reading A-Z and Literacy Skills in Title I School With ELL Majority** \\
\\
This case study addresses an implementation of Reading A-Z in a Title I school where two-thirds of students were English language learners.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/readingaz-literacy-title1)

[![Raz-Plus and Reading Proficiency in a Rural Elementary School](https://www.learninga-z.com/site/resources/research-and-efficacy/media_14987f2bebf7289765e476cf5fb41b9388201191e.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Raz-Plus and Reading Proficiency in a Rural Elementary School** \\
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Examining Raz-Plus effects on economically disadvantaged students, this study compared reading proficiency in cohorts four years apart.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-proficiency-rural-elementary)

## Research Base

* * *

[![Teaching the Foundations: Best Practices for Emergent Readers](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11979ea9e72d15420536d09c34c12432ec887dfe3.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Teaching the Foundations: Best Practices for Emergent Readers** \\
\\
This white paper addresses research on foundational literacy areas, including key areas identified as critical for emergent readers.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-emergent-readers)

[![Reading to Learn: Going Beyond the Foundations](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1670504ad77d1baf34bbc140bd59347c738cbc37d.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading to Learn: Going Beyond the Foundations** \\
\\
To help students learn from complex informational text, the focus of instruction shifts toward comprehension and analysis of text.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/reading-to-learn-whitepaper)

[![English Language Learning: Speaking, Listening, Reading in English](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1deb2a521a0cf8a7ba562db2f5038254ec9209d20.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**English Language Learning: Speaking, Listening, Reading in English** \\
\\
Raz-Plus ELL helps English language learners develop speaking, listening, reading, writing, and grammar skills in English.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/english-language-learning-english)

[![Exceptional Learners: RtI, Special Education, and Gifted Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1482f6ef5f34cb4ea9870880eba0e0821a015ad93.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Exceptional Learners: RtI, Special Education, and Gifted Students** \\
\\
Discussing research on giftedness, RtI, and special education, this paper also describes best practices for teaching exceptional students.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/exceptional-learners-whitepaper)

[![21st Century Skills: Preparing Students for Future Success](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1571070cee27ca700f21f51ebcefd56d871c794bd.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**21st Century Skills: Preparing Students for Future Success** \\
\\
Learning A-Z resources promote critical thinking and teamwork, also addressing the crucial 21st century skills described in this white paper.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/21st-century-skills-whitepaper)

## More Studies and Publications

* * *

[![Reading Motivation in English Language Learners Using Raz-Plus](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1daa2d9449856342c84f05d82224e4ba7b9e7132d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Reading Motivation in English Language Learners Using Raz-Plus** \\
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Find out whether Raz-Plus affected motivation to read in these fifth-grade students learning English.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-reading-motivation-ell)

[![Raz-Kids and First Graders’ Reading Comprehension and Fluency](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1abc9e1d938b2bb92f7e381a759887bde3d16b3ea.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and First Graders’ Reading Comprehension and Fluency** \\
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This experiment examined reading comprehension and reading fluency in students with learning disabilities who used Raz-Kids.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-comprehension-fluency)

[![Tutoring Led to Reading Growth in Elementary Students | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11d7232ed351020569a2415761692b1b0380071b7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Tutoring Led to Reading Growth in Elementary Students** \\
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Elementary school students with learning disabilities in rural communities worked to improve reading fluency.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/reading-growth-elementary)

[![How Raz-Kids Impacts Third Graders’ Reading Comprehension](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1763b16a1135a886dd5ee10f48fbac78bae46d022.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**How Raz-Kids Impacts Third Graders’ Reading Comprehension** \\
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Do students using Raz-Kids show increased reading comprehension and higher motivation to read? Find out in this master's thesis!\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-impact-reading)

[![Raz-Kids and Reading Accuracy in Second Graders](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f695b56f832da474e3454e1ad5ad8a020c61fca2.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and Reading Accuracy in Second Graders** \\
\\
Second-grade students used Raz-Kids for independent reading practice in this study.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razkids-reading-accuracy-study)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Tutoring and Reading Achievement
# Tutoring Programs and Reading Achievement in Second-Grade Students

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

This peer-reviewed academic publication describes a study in which second-grade students in rural schools received tutoring services including the use of Raz-Plus resource packs to reinforce a variety of literacy skills. All participating students had either a cognitive or a learning disability or qualified for Title I services.

## ESSA Evidence Level: Moderate

This study meets moderate evidence standards because it used a well-controlled quasi-experimental design and produced statistically significant positive effects with a large sample size across multiple sites.\*

## Main Findings

Students who received the tutoring programs† significantly outperformed the control group in DIBELS Oral Reading Fluency and in specific subtests of the Woodcock-Johnson III® Diagnostic Reading Battery.

## Participants

Participants were 359 second-grade students from rural communities in Ohio. Students were either receiving Title I services, or exhibited cognitive or learning disabilities.

## Study Design and Procedures

This study used a nonequivalent pre- and posttest control group design. Students in the treatment condition were assigned to either Help One Student to Succeed (HOSTS) or Reading Tutors (part of Reading A-Z and Raz-Plus). Students met with tutors for 30-minute sessions three to four times per week for six months. Two assessments were used to measure reading skills: the DIBELS Oral Reading Fluency subtest (DORF) and four subtests of the Woodcock-Johnson III® Diagnostic Reading Battery.

## Citation

Osborn, J., Freeman, A., Burley, M., Wilson, R., Jones, E., & Rychener, S. (2007). Effect of tutoring on reading achievement for students with cognitive disabilities, specific learning disabilities, and students receiving Title I services. _Education and Training in Developmental Disabilities, 42_(4), 467-474.

\*Source: U.S. Department of Education (2016). _Non-regulatory guidance: Using evidence to strengthen education investments._ Washington, DC: Author.

†

Reading Tutors, which is now part of Reading A-Z and Raz-Plus, was one of the tutoring programs used in this study.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Tutoring Programs and Reading Achievement](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a81832002158bf7280e0402eb682cea4c93a27c.jpeg?width=750&format=jpeg&optimize=medium)](https://www.jstor.org/stable/23879852?seq=1 "https://www.jstor.org/stable/23879852?seq=1")

**[Access Full Report](https://www.jstor.org/stable/23879852?seq=1 "Access Full Report")**

## Research and Efficacy
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## ESSA — Proven Results

* * *

[![Writing A-Z Meets the Criteria for ESSA Level IV Evidence](https://www.learninga-z.com/site/resources/research-and-efficacy/media_141cea631b5bbdda81d9e3705fdd8860f27faeb71.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Effective\\
\\
**Writing A-Z Meets the Criteria for ESSA Level IV Evidence** \\
\\
LXD Research, an independent research firm, found, through interviews with product designers and evaluation of their research-informed activities, that Writing A-Z demonstrates a rationale to be effective.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/writing-az-meets-criteria-for-essa-level-iv-evidence)

## Research Base

* * *

[![Writing A-Z Research Guide | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1cf34320774f739779523eb8ee98b0d2d6d3e28e4.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Writing A-Z Research Guide** \\
\\
To be skilled writers, students need explicit instruction in foundational writing skills and strategies to communicate their ideas and understand a text. Writing A-Z provides explicit, evidence-based instruction and practice opportunities that enable students to develop strong foundational writing skills.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z-research-guide)

## Reading Motivation Study
# Reading Motivation in English Language Learners Using Raz-Plus

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This peer-reviewed academic article examined whether reading eBooks from Raz-Plus and using Raz-Plus lessons to improve reading had an effect on the motivation to read in fifth-grade students in Turkey. By targeting students who are not native English speakers, this study broadens the settings in which Raz-Plus has been evaluated.

## Main Findings

Student motivation to read increased during the study by 20 to 38 points on average (out of a possible 44 points) as measured by the Motivation for Reading Questionnaire. Qualitative data from interviews with students support the finding that students experienced higher engagement and motivation for reading.

## Participants

Participants were 24 fifth-grade students in Istanbul, Turkey taking courses in English as a foreign language.

## Study Design and Procedures

This study used a single-group pre- and posttest design. Participants read a total of six eBooks from Raz-Plus over a three-week period. Students also completed select sections of the accompanying book lessons in a group setting. Motivation to read was measured before and after the study using an adapted form of the Motivation for Reading Questionnaire (MRQ) and student interviews.

## Citation

Gülsen, E., & Mede, E. (2017). Efficacy of multi-level extensive reading in young learners’ reading motivation. _International Online Journal of Education and Teaching, 4_(4), 290-315.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Reading Motivation in English Language Learners Using Raz-Plus](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a81832002158bf7280e0402eb682cea4c93a27c.jpeg?width=750&format=jpeg&optimize=medium)](https://pdfs.semanticscholar.org/c2f9/561d7e9ea51298259b80b1431e3e510acfc5.pdf "https://pdfs.semanticscholar.org/c2f9/561d7e9ea51298259b80b1431e3e510acfc5.pdf")

**[Access Full Report](https://pdfs.semanticscholar.org/c2f9/561d7e9ea51298259b80b1431e3e510acfc5.pdf "Access Full Report")**

## Foundations A-Z Evidence
# Foundations A-Z Meets the Criteria for ESSA Level IV Evidence

**Research Applies to:** [Foundations A-Z](https://main--learninga-z--aemsites.aem.page/site/products/foundationsa-z/overview)

## About this Research

The independent research firm LXD Research found that Foundations A-Z meets all of the requirements for ESSA Level 4 evidence-logic model based on research, research documentation connecting academic research studies to features in the program, a planned efficacy study, and its own thorough review of the documentation for validation.

## ESSA Evidence Level:

Demonstrates a rationale to be effective.

## Main Findings:

Foundations A-Z follows a systematic, cumulative scope and sequence while perfectly aligning with Science of Reading research. Foundations A-Z provides 32 weeks of daily, standards-aligned lesson plans and effectively integrates discipline-specific and cultural knowledge along with differentiated instruction and customized individual supports. Highlights of this K-5 program include embedded professional development, explicit, systematic, and cumulative instruction, digital-first, independent student practice opportunities, clearly modeled lessons, and engaging skill-building opportunities for students. Both short-term/ intermediate outcomes and long-term impacts are spelled out in the Logic Model included in the evidence packet.

## About the Independent Research Firm Conducting the Evaluation:

LXD Research is an independent evaluation, research, and consulting division within the Charles River Media Group (Needham, MA). LXD focuses on building and communicating evidence for educational programs by conducting rigorous research studies, integrating multifaceted data analytics reporting, and designing dynamic content to disseminate insights.

## Evaluation Process:

LXD conducted interviews with product designers and closely examined the Foundations A-Z research documentation, including the materials prepared for EdReports, which awarded Foundations A-Z its highest “all green” rating, and Digital Promise, which gave the program its Research-Based Design Certification. LXD then linked the research to specific product features to prove the alignment with expected outcomes as defined in the Logic Model.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![ESSA](https://www.learninga-z.com/site/resources/research-and-efficacy/media_19f86d5f135167de0618605e050c5745b4572a9dd.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/FoundationsA-ZESSAEvidencePacket.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/FoundationsA-ZESSAEvidencePacket.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/FoundationsA-ZESSAEvidencePacket.pdf "Access Full Report")**

## Effective Vocabulary Instruction
# Effective Vocabulary Instruction

**Research Applies to:** [Vocabulary A-Z](https://main--learninga-z--aemsites.aem.page/site/products/vocabularya-z/overview)

## About this Research

## Summary

The reciprocal connection between vocabulary and reading comprehension makes vocabulary instruction a key component of literacy. Vocabulary A-Z is the specialized product from Learning A-Z to support the teaching of vocabulary. Its resources rely on research-based recommendations for vocabulary instruction such as teaching words in context, using multiple modalities, and allowing for spaced practice.

## Highlights

This white paper includes information about the following areas of vocabulary instruction:

- Tiers of vocabulary words
- Requirements for effective vocabulary instruction, including spaced practice, multiple exposures, and multiple modalities.

The paper also describes how Vocabulary A-Z resources meet the requirements for effective vocabulary instruction.

## Citation

Learning A-Z (2019). _Effective vocabulary instruction._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Effective Vocabulary Instruction](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1d4e24fc375351b636c7547ef45181b9c254791a2.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/effective-vocabulary-instruction-whitepaper.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/effective-vocabulary-instruction-whitepaper.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/effective-vocabulary-instruction-whitepaper.pdf "Access Full Report")**

## Foundations A-Z Research Guide
# Foundations A-Z Research Guide

**Research Applies to:** [Foundations A-Z](https://main--learninga-z--aemsites.aem.page/site/products/foundationsa-z/overview)

## About this Research

## Summary

To be a skilled reader, students must engage with, and master, word recognition and language comprehension. Foundations A-Z provides resources that adhere to the science of how students best learn to read, and includes instruction and practice opportunities for all foundational skills.

## Highlights

This research guide provides information on the research base on which Foundations A-Z was built, focusing on:

- Skilled Reading
- Predictors of Reading Achievement
- The High Cost of Reading Failure
- Research-Based, Intentional Instruction
- The Foundations A-Z Literacy Program

## Citation

Learning A-Z (2022). _Foundations A-Z Research Guide._ Tucson, AZ: Author.

## Contributors/Advisors

- Dr. Christina M. Cassano, Salem State University
- Dr. Susan Dougherty, Rider University
- Dr. Marcia Kosanovich, MK Educational Research & Practice, LLC
- Dr. Julia B. Lindsey
- Dr. Robert Millard
- Dr. Kathleen Paciga, Columbia College Chicago
- Dr. Timothy Rasinski, Kent State University

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Foundations A-Z Research Guide](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1cfaeda88a53843ca596b4fac1de04391cf166f62.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/foundations-a-z-research-guide.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/foundations-a-z-research-guide.pdf")

**[View the Summary](https://www.learninga-z.com/user_area/content_media/raw/foundations-a-z-research-guide.pdf "View the Summary")**

**[View the Full Research Base](https://www.learninga-z.com/user_area/content_media/raw/foundations-a-z-research-base.pdf "View the Full Research Base")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Foundations for Emergent Readers
# Teaching the Foundations: Best Practices for Emergent Readers

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

## Summary

Emergent readers need to develop a strong foundation of early literacy skills. Learning A-Z offers resources across a variety of products to support early literacy instruction. These resources are based on solid research in the field of early literacy, addressing all the key areas identified as critical for emergent readers.

## Highlights

This white paper addresses research on the following foundational literacy areas, along with resources to use with students:

- Alphabetic knowledge
- Phonological awareness
- Phonics
- High-frequency words
- Fluency
- Vocabulary
- Comprehension

## Citation

Learning A-Z (2019). _Teaching the foundations: Best practices for emergent readers._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Teaching the Foundations: Best Practices for Emergent Readers](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1dd91e3a4dae684a2f244c7f8e2b150d2b13a5690.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/teaching-the-foundations-readers.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/teaching-the-foundations-readers.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/teaching-the-foundations-readers.pdf "Access Full Report")**

## School Boosts Literacy Scores
# School Where 45 Languages Are Spoken Raises Scores With Learning A-Z Products

## Indian Creek Elementary School – DeKalb County District Clarkston, GA

## About This School

Indian Creek Elementary is located in Clarkston, GA, a refugee resettlement base. The PreK–5 school enrolls 920 students; 100% of students receive free breakfast and lunch, and 78% are English language learners (ELLs). Students come from more than 40 countries and bring with them 45 different languages and dialects.

## Challenges

Literacy was one of the school’s greatest challenges.

## Implementation

Indian Creek Elementary began used all Learning A-Z Products in 2017 to deliver a personalized blended learning approach.

## Results

On the Georgia Department of Education College and Career Ready Performance Index (CCRPI):

- The Overall School Score increased by almost 20 points from 2018 to 2019.
- Students showed a gain of more than 15 points in Content Mastery, which includes achievement scores in English language arts (ELA), mathematics, science, and social studies. In ELA, the gain was 17.29 points.
- Indian Creek Elementary is improving performance and closing academic achievement gaps among all student subgroups, including economically disadvantaged students and ELLs.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Indian Creek Elementary Case Study](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1480d073c9dece273e00baa053b1c8cb7ceb90b57.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/learningaz-case-study-indiancreekelementary.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/learningaz-case-study-indiancreekelementary.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/learningaz-case-study-indiancreekelementary.pdf "Access Full Report")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Research and Efficacy
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## ESSA — Proven Results

* * *

[![McREL Study Examines Effects of Raz-Plus on Reading Achievement](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f249a44da648505d2afb14409b5ba824a9ceb178.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Strong\\
\\
**McREL Study Examines Effects of Raz-Plus on Reading Achievement** \\
\\
Read about McREL International's rigorous study of the effects of Raz-Plus on reading skills and motivation to read.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/mcrel-study-razplus)

[![Raz-Plus and Reading Achievement in Students in Grades 3–5](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1931018561f3130ffd996b372aaf7f1431a9e9e86.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Moderate\\
\\
**Raz-Plus and Reading Achievement in Students in Grades 3–5** \\
\\
This independent study in a large urban school district compared reading abilities in two student groups: one with Raz-Plus, one without.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-milwaukee-study)

## Case Studies

* * *

[![Case Study: Addressing the “Summer Slide” With Raz-Kids & Reading A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_183b6096b364a18798579b521cf57cf427eb841c8.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Case Study: Addressing the “Summer Slide” With Raz-Kids & Reading A-Z** \\
\\
This study asks whether at-risk students using Raz-Kids and Reading A-Z can overcome the “summer slide.”\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/summer-slide-readingaz-razkids)

[![Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan](https://www.learninga-z.com/site/resources/research-and-efficacy/media_18b0957c700d84284ecb3a7b89a1b8ff42a5ad31b.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan** \\
\\
What happens when a large urban school district implements Reading A-Z and Raz-Kids for supplemental and intervention literacy instruction?\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/case-study-milwaukee-mps)

[![Raz-Plus and Early Reading Skills in Kindergarten Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1e98d7818d7172c5d7900fe35a4d0aa998029a47b.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Plus and Early Reading Skills in Kindergarten Students** \\
\\
By including students with low pre-literacy skills, this study informs the field of potential prevention for future reading difficulties.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-early-reading-kindergarten)

[![Raz-Kids and Developmental Reading in First-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_140c1b87191ede5a06c68599eb6070ae9f09d0035.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and Developmental Reading in First-Grade Students** \\
\\
This case study examined how Raz-Kids impacted reading scores in first-grade students from economically disadvantaged families.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-developmental-reading)

[![Raz-Plus and Reading Proficiency in a Rural Elementary School](https://www.learninga-z.com/site/resources/research-and-efficacy/media_14987f2bebf7289765e476cf5fb41b9388201191e.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Plus and Reading Proficiency in a Rural Elementary School** \\
\\
Examining Raz-Plus effects on economically disadvantaged students, this study compared reading proficiency in cohorts four years apart.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-proficiency-rural-elementary)

## More Studies and Publications

* * *

[![Reading Motivation in English Language Learners Using Raz-Plus](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1daa2d9449856342c84f05d82224e4ba7b9e7132d.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading Motivation in English Language Learners Using Raz-Plus** \\
\\
Find out whether Raz-Plus affected motivation to read in these fifth-grade students learning English.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-reading-motivation-ell)

[![Raz-Kids and First Graders’ Reading Comprehension and Fluency](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1abc9e1d938b2bb92f7e381a759887bde3d16b3ea.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and First Graders’ Reading Comprehension and Fluency** \\
\\
This experiment examined reading comprehension and reading fluency in students with learning disabilities who used Raz-Kids.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-comprehension-fluency)

[![How Raz-Kids Impacts Third Graders’ Reading Comprehension](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1763b16a1135a886dd5ee10f48fbac78bae46d022.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**How Raz-Kids Impacts Third Graders’ Reading Comprehension** \\
\\
Do students using Raz-Kids show increased reading comprehension and higher motivation to read? Find out in this master's thesis!\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-impact-reading)

[![Raz-Kids and Reading Accuracy in Second Graders](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f695b56f832da474e3454e1ad5ad8a020c61fca2.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and Reading Accuracy in Second Graders** \\
\\
Second-grade students used Raz-Kids for independent reading practice in this study.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razkids-reading-accuracy-study)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Writing A-Z ESSA Evidence
# Writing A-Z Meets the Criteria for ESSA Level IV Evidence

**Research Applies to:** [Writing A-Z](https://main--learninga-z--aemsites.aem.page/site/products/writinga-z/overview)

## About this Research

The independent research firm LXD Research found that Writing A-Z meets all of the requirements for ESSA Level 4 evidence-logic model based on research, research documentation connecting academic research studies to features in the program, a planned efficacy study, and its own thorough review of the documentation for validation.

## ESSA Evidence Level:

Demonstrates a rationale to be effective.

## Main Findings:

Writing A-Z provides explicit and systematic writing instruction for students from Kindergarten through Grade 5. The program follows a gradual release model, presenting a continuum of essential writing and grammar skills critical to literacy success. Following research-based best practices, Writing A-Z integrates genre and process writing throughout its units. A scaffolded approach combined with robust and varied ongoing assessment opportunities ensures that students receive instruction that meets their needs. Throughout the grades, Writing A-Z helps teachers establish a safe writing community in which all children see themselves as writers. Students can use Writing and Learning Together (WaLT), a digital writing platform developed specifically for this product, to go through all stages of the writing process. Other highlights of the program include culturally responsive teaching tips and embedded phonics, handwriting, spelling, editing, sentence structure, and fluency instruction. Both short-term/intermediate outcomes and long-term impacts are spelled out in the Logic Model included in the evidence packet

## About the Independent Research Firm Conducting the Evaluation:

LXD Research is an independent evaluation, research, and consulting division within the Charles River Media Group (Needham, MA). LXD Research focuses on building and communicating evidence for educational programs by conducting rigorous research studies, integrating multifaceted data analytics reporting, and designing dynamic content to disseminate insights.

## Evaluation Process:

LXD Research conducted interviews with product designers and closely examined the Writing A-Z research documentation, including the materials prepared for Digital Promise, which gave the program its Research-Based Design Certification. LXD Research then linked the research to specific product features to prove the alignment with expected outcomes as defined in the Logic Model.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![ESSA](https://www.learninga-z.com/site/resources/research-and-efficacy/media_186e4e044fd8553448ed618d22618bb1d4d7ae617.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/WritingA-ZESSAEvidencePacket.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/WritingA-ZESSAEvidencePacket.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/WritingA-ZESSAEvidencePacket.pdf "Access Full Report")**

## Vocabulary Research Resources
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/research-and-efficacy/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## Research Base

* * *

[![Vocabulary Instruction: White Paper by Dr. Timothy Rasinski](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11d6d6f6089f4d81e57e0a2c7b584704295b02394.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Vocabulary Instruction: White Paper by Dr. Timothy Rasinski** \\
\\
Dr. Rasinski recommends improvements to typical vocabulary teaching methods, with principles for effective, engaging vocabulary instruction.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/rasinski-vocabulary-instruction)

[![Effective Vocabulary Instruction White Paper](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1e350c68a958966df71eb4bdc6475cf45381a223d.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Effective Vocabulary Instruction White Paper** \\
\\
Vocabulary acquisition is a key component of literacy. This white paper describes several attributes of effective vocabulary instruction.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/effective-vocabulary-instruction)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Idaho School Literacy Boost
# Idaho School Boosts Literacy Growth With Foundations A-Z

**Research Applies to:** [Foundations A-Z](https://main--learninga-z--aemsites.aem.page/site/products/foundationsa-z/overview)

## About this Research

## School Profile

- **Location**: Wilder, Idaho
- **Community Type**: Rural
- **District Enrollment**: 235
- **Teacher-to-Student Ratio**: 16:1
- **Enrollment by Gender**: 52% Female \| 48% Male
- **Emergent Bilingual Learners**: 33%

## About This Case Study

Wilder Elementary School faced significant challenges in finding cohesive supplemental materials for foundational literacy instruction within budget constraints. In December 2022, they adopted Foundations A-Z®, a K-5 foundational skills solution built entirely on the Science of Reading to support their early readers, which aligns with the district’s curriculum through a scope and sequence mapped out for each grade level, enabling systematic instruction with flexible options for differentiation.

## Results

Foundations A-Z made a significant impact. Teachers saw a change in their students’ literacy performance, noting an overall increase in skill growth based on their state assessments for students in grades K-3. The reading scores of students who were historically challenged suddenly took off.

## About Foundations A-Z

An award-winning K-5 solution from Learning A-Z®, Foundations A-Z equips teachers with the essential tools and resources to effectively deliver foundational skills instruction aligned with the Science of Reading. Comprehensive and explicit lesson plans follow a scope and sequence with a library of professional development and a wide array of independent student practice opportunities to ensure full foundational skill acquisition. Designed to boost every core curriculum, Foundations A-Z helps teachers simplify the instructional planning of research-based foundational skills instruction that builds towards confident reading.

**[Learn More](http://foundationsa-z.com/ "Learn More")**

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Idaho School](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1aeb252f2e91fa1824c4d7ce0e31351051750b2b9.jpg?width=750&format=jpg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/598600FAZCaseStudyWilderElementaryHR.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/598600FAZCaseStudyWilderElementaryHR.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/598600FAZCaseStudyWilderElementaryHR.pdf "Access Full Report")**

## Raz-Kids Reading Study
# Raz-Kids and First Graders’ Reading Comprehension and Fluency

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

In a small but well-controlled experiment with students with learning disabilities, this master’s thesis compared how much students’ reading improved before using Raz-Kids and while using Raz-Kids. The study examined reading comprehension and reading fluency separately and in relation to using Raz-Kids for independent reading in frequent sessions.

## Main Findings

During the treatment phase with Raz-Kids, all students showed gains in their independent reading levels, with gains ranging from 3–8 levels. None of the students had shown gains during the baseline phase prior to using Raz-Kids. Students maintained fluency levels above 95%, although accuracy levels stayed in the “frustrational” level.

## Participants

Participants were four first-grade students diagnosed with a learning disability in an inclusive classroom.

## Study Design and Procedures

This study used a single-subject A-B design, in which each student served as his or her own control condition during baseline and then moved to the treatment phase. Students used Raz-Kids individually in 15-minute intervals three times per week for 16 weeks. The Developmental Reading Assessment (DRA) was used to measure reading comprehension and fluency.

## Citation

Marchland, A. (2015). _Using the Raz-Kids reading program to increase reading comprehension and fluency for students with LD_ (Unpublished master’s thesis). Rowan University, Glassboro, NJ.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Kids and First Graders’ Reading Comprehension and Fluency](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a81832002158bf7280e0402eb682cea4c93a27c.jpeg?width=750&format=jpeg&optimize=medium)](https://rdw.rowan.edu/etd/556/ "https://rdw.rowan.edu/etd/556/")

**[Access Full Report](https://rdw.rowan.edu/etd/556/ "Access Full Report")**

## Raz-Kids Reading Study
# Raz-Kids and Developmental Reading in First-Grade Students

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This case study examined how Raz-Kids use impacted developmental reading scores in a classroom of first-grade students from a school serving economically disadvantaged families. The assessment used in the study (Developmental Reading Assessment) measures a variety of literacy skills including phonics, alphabetic principles, comprehension, and vocabulary.

## Main Findings

Through the course of the Raz-Kids implementation, DRA (Developmental Reading Assessment) scores for the classroom increased from an average level of 4 to an average level of 16.

## Participants

Participants were one teacher and 22 first-grade students in a school with a high proportion of economically disadvantaged students.

## Study Design and Procedures

This case study compared data for the same group of students before and after the Raz-Kids implementation, which took place in the 2012–2013 school year. The DRA was used as pre- and posttest. During implementation, students used Raz-Kids during their reading block and were also encouraged to use the program at home.

## Citation

Learning A-Z (revised 2020, February). _Case study: Ohio, Rittman Exempted Village School District._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Kids and Developmental Reading in First-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1b9a269aabad5f4ddc46509b13982a4b612edc242.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/raz-kids-developmental-reading.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/raz-kids-developmental-reading.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/raz-kids-developmental-reading.pdf "Access Full Report")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Exceptional Learners Research
# Exceptional Learners: RtI, Special Education, and Gifted Students

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

## Summary

Learners across the exceptionality continuum need materials that can easily be used in individualized instruction. Learning A-Z resources were designed for ample flexibility and individualization, allowing students to progress at their own pace while reinforcing key skills. Ubiquitous feedback, encouragement to students, and reports for teachers also meet research-based recommendations for teaching exceptional students.

## Highlights

This white paper includes sections about research on the following areas of learning exceptionality:

- Response to intervention
- Special education
- Giftedness

The paper also describes best practices for teaching exceptional students, such as nurturing motivation, using graphic organizers, and explicitly teaching vocabulary, among others.

## Citation

Learning A-Z (2019). _Supporting exceptional learners: Methods for response to intervention, special education, and gifted students._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Exceptional Learners: RtI, Special Education, and Gifted Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_150f115b4c5cc2c6a73dd0745fc656d42533f501f.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/supporting-exceptional-learners.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/supporting-exceptional-learners.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/supporting-exceptional-learners.pdf "Access Full Report")**

## Effective Vocabulary Instruction
# Vocabulary Instruction: White Paper by Dr. Timothy Rasinski

**Research Applies to:** [Vocabulary A-Z](https://main--learninga-z--aemsites.aem.page/site/products/vocabularya-z/overview)

## About this Research

## Summary

Research studies have demonstrated strong connections between vocabulary and reading proficiency, writing proficiency, and content-area learning. However, the teaching of vocabulary often fails to follow best practices. This paper proposes improvements to typical vocabulary teaching methods.

## Highlights

In this white paper, Dr. Rasinski:

- Reflects on the challenges involved in teaching vocabulary in schools, created by both the English language itself and the lack of time dedicated to systematically building students’ vocabulary during class.
- Recommends a course of action to address the state of vocabulary teaching, including attending to the multiple dimensions of vocabulary and following principles for effective and engaging vocabulary instruction.
- Advocates for making vocabulary instruction active, recurring, discussion-based, game-like, and aware of word morphology.

## Citation

Rasinski, T. (2019). _Vocabulary instruction: Essential for proficient reading._ Tucson, AZ: Learning A-Z.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Vocabulary Instruction: White Paper by Dr. Timothy Rasinski](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1bbd4f2412a824caf24a0a0aa6bd41b0fc1b2fbb9.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/vocabulary-instruction-rasinski-whitepaper.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/vocabulary-instruction-rasinski-whitepaper.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/vocabulary-instruction-rasinski-whitepaper.pdf "Access Full Report")**

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## Reading Instruction Enhancement
# Texas District Elevates Reading Instruction With Foundations A-Z

**Research Applies to:** [Foundations A-Z](https://main--learninga-z--aemsites.aem.page/site/products/foundationsa-z/overview)

## About this Research

## District

- **Location:** China Spring, Texas
- **Community Type:** Rural
- **District Enrollment:** 2,958
- **Teacher-to-student ratio:** 14:1
- **Enrollment by Gender:** 48% Female \| 52% Male
- **Emergent Bilingual** **Learners:** 2%

## About

This case study explores the effects of implementing Foundations A-Z as a supplemental solution for foundational skills instruction at China Spring ISD, a public school district located south of Dallas. China Spring ISD was seeking a systematic phonics solution in compliance with Texas House Bill 3 that all teachers in the district could use effectively, regardless of experience level.

## Results

Foundations A-Z has become an integral part of the district’s phonics curriculum, with the district citing noticeable improvements in students’ fluency and decoding. Students are using decoding strategies learned systematically to sound out words rather than guessing.

## About Foundations A-Z

An award-winning K-5 solution built on the Science of Reading, Foundations A-Z equips teachers with the essential tools and resources they need to deliver explicit and systematic foundational skills instruction. With a wide array of independent practice opportunities and easy access to a fun, space-themed student portal, Foundations A-Z is designed to engage every student and boost every core curriculum.

**[LEARN MORE](https://www.learninga-z.com/site/products/foundationsa-z/overview "LEARN MORE")**

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![china spring](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1b416408c9b26d53fa1309ed6d1173e33736a5392.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/485571FAZCaseStudyChinaSpringHR.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/485571FAZCaseStudyChinaSpringHR.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/485571FAZCaseStudyChinaSpringHR.pdf "Access Full Report")**

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## Raz-Plus Early Reading
# Raz-Plus and Early Reading Skills in Kindergarten Students

**Research Applies to:** [Raz-Kids](https://main--learninga-z--aemsites.aem.page/site/products/raz-kids/overview), [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About This Research

This case study addressed the earliest stages of formal reading instruction by focusing on kindergarten students. The study included students who were considered to have low pre-literacy skills, which makes this case study informative to the field of potential prevention for future reading difficulties.

## Main Findings

On average, after using Raz-Plus students progressed three reading levels, from level B (Kindergarten level) at the beginning of the implementation to level E (first-grade level) by the end of the school year. Students also made gains in sight-word vocabulary and letter identification.

## Participants

Participants were one teacher and 22 kindergarten students in a school with a high proportion of economically disadvantaged students.

## Study Design and Procedures

This case study compared data for the same group of students before and after the Raz-Plus implementation, which took place in the 2013–2014 school year. During that time, students used resources from Raz-Plus in addition to their core reading program. Measures of sight-word vocabulary and letter identification skills served as pre- and posttest.

## Citation

Learning A-Z (revised 2020, February). _Case study: Missouri, Hannibal Public Schools._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Raz-Plus and Early Reading Skills in Kindergarten Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_138eee75dd79202553a03cfb05111b196d7e97339.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/razplus-early-reading-kindergarten.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/razplus-early-reading-kindergarten.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/razplus-early-reading-kindergarten.pdf "Access Full Report")**

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## Reading to Learn
# Reading to Learn: Going Beyond the Foundations

**Research Applies to:** [Raz-Plus](https://main--learninga-z--aemsites.aem.page/site/products/raz-plus/overview)

## About this Research

## Summary

As students master foundational reading skills, the focus of instruction shifts toward students learning from what they read, especially from appropriately complex informational texts. Resources developed by Learning A-Z are based on research on reading comprehension, text complexity, and text analysis.

## Highlights

This white paper includes research on the following key topics, along with resources to help students learn from what they read:

- Text complexity
- Text-dependent questions
- Close reading
- Informational text

## Citation

Learning A-Z (2019). _Reading to learn: Going beyond the foundations._ Tucson, AZ: Author.

**[Browse Other research](https://www.learninga-z.com/site/resources/research-and-efficacy/ "Browse Other research")**

[![Reading to Learn: Going Beyond the Foundations](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1c3ca2e4a63095405ec9a3d3868ecd62abe7c4ed4.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/user_area/content_media/raw/reading-to-learn-whitepaper.pdf "https://main--learninga-z--aemsites.hlx.page/user_area/content_media/raw/reading-to-learn-whitepaper.pdf")

**[Access Full Report](https://www.learninga-z.com/user_area/content_media/raw/reading-to-learn-whitepaper.pdf "Access Full Report")**

## Learning A-Z Overview
# What is Learning A-Z?

## Your Partner in Student Success

Play

Overview

Transcript

With flexible, leveled products from Learning A-Z, it’s easier than ever to help your students reach their learning goals. Learning A-Z can adapt to any classroom to support instruction in reading, writing, vocabulary, science, and test-taking skills. By keeping your instructional needs in mind, Learning A-Z provides resources that empower your teaching and support all students. Watch the video above to see what makes Learning A-Z a strong partner in your classroom.

At learning A-Z, we create research-based pre K through six learning resources that empower teachers and engage students.

We help students become proficient readers, supporting flexible, whole class, small group, and one-on-one teacher-led instruction.

We make reading practice more accessible and personalized, building foundational literacy skills through systematic explicit instruction.

We differentiate instruction and support for each student by providing reporting and assessments on student progress to inform lesson plans.

We help students improve communication skills by providing an array of lessons and other teacher support tools, supporting students with process and creative writing instruction, and improving students' vocabulary through context and collaboration.

We help students develop scientific literacy by integrating science into daily reading curriculum, providing hands-on learning opportunities with everyday household items, and making science content more accessible to students wherever they are.

We guide students' success on test day and beyond, making it possible to provide meaningful, grade-appropriate practice replicating high stakes test questions to improve students' stamina and confidence, and continuing to teach close reading, critical thinking, and effective test-taking strategies.

We support all students at all levels, providing a wealth of content and resources at multiple learning levels, offering resources in multiple world languages and specifically designed dual language, bilingual, and ELL teaching tools, and supporting intervention techniques that help students catch up to their peers.

We provide ongoing support, delivering a number of implementation and professional learning opportunities like self-paced e-learning modules, assigning a dedicated representative to each account, and offering user support whenever needed. We see ourselves as partners in your success.

Together we can inspire curiosity, ensure comprehension, and instill the joy of learning for all students.

### Suggested Videos

[![Teacher Testimonials: Ms. Rachal’s Class - Learning A-Z](https://www.learninga-z.com/site/resources/videos/media_10afda1b71ab892e5a3e0339225d598179c38eaad.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Teacher Testimonials: Ms. Rachal’s Class** \\
\\
See how Ms. Rachal’s first grade students make reading gains while enjoying leveled books and resources from Reading A-Z and Raz-Kids.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/videos/teacher-testimonials-rachal)

[![Reading A-Z and Raz-Kids Testimonials Video - Learning A-Z](https://www.learninga-z.com/site/resources/videos/media_1b2682db5d37f5eefa0119f2e16b6c51924ad1b32.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading A-Z and Raz-Kids Testimonials Video** \\
\\
See how Reading A-Z and Raz-Kids helps students learn.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/videos/reading-product-testimonials)

## Meaningful Conversations Resource
# Meaningful Conversations: Social-Emotional Learning Resource

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/raz-plus-sel-meaningful-conversations-one-sheet.pdf "Download PDF")**

**[Browse Download Library](https://www.learninga-z.com/site/resources/download-library-by-type/ "Browse Download Library")**

## Read Aloud Strategies
## **Keep Connecting the Dots**

Want to learn more about how our time-saving, budget-friendly literacy solutions help you connect the dots and reach all your students? Learning A-Z has been trusted by teachers for over 20 years and has everything you need for whole class and small group instruction.

**[Explore Now](https://www.learninga-z.com/site/lp2/connect-the-dots "Explore Now")**

# 3 Steps to a Science of Reading-Aligned Read Aloud

May 27, 2024

![Dr. Molly Ness](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_10d8db50c99106510341a53291cad3c03afe793db.png?width=750&format=png&optimize=medium)

By [Dr. Molly Ness](https://www.learninga-z.com/site/resources/breakroom-blog/authors/dr-molly-ness), Author

**Make the Most of Your Storytimes and Boost Reading Development**

![SOR Read Alouds Blog Header](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f31aefbd446f28b7cf71b0e8e2d40ac174071dc7.jpeg?width=750&format=jpeg&optimize=medium)

Let's begin with a snippet from the beloved children's classic "Miss Nelson is Missing" (Allard, 1977). In this story, the sweet Miss Nelson gently aims to discipline the "worst-behaved class in the whole school," (p. 3). They send spitballs whizzing through the air, make rude faces, and whisper and giggle through storytime. In her soft-spoken voice, Miss Nelson reminds the students to settle down. When she can no longer tolerate their antics, she disappears with the triumphant declaration, "Something will have to be done!" (p. 7). The next day, the class meets Miss Swamp, a no-nonsense substitute teacher. Ever the disciplinarian, Miss Swamp sets the students to work. She punishes with an authoritarian, "We'll have no story hour today!" (p. 14). And with that declaration, the children lose out on one of their favorite parts of the day – a teacher-led read aloud.

Though I love this book for many reasons, I simply cannot get behind eliminating the read aloud as a form of punishment. Yet, across classrooms today, read alouds are happening less and less in the classroom – not just for reasons of behavior management, but because of students' increasing age, a lack of understanding about its instructional value, or even because of a concerted focus on [foundational skills](https://www.learninga-z.com/site/company/what-we-do/foundational-skills "foundational skills") (see Gooch & Lambrith, 2011). In fact, read alouds are an essential component in reading development and an integral factor in the longstanding body of research known as the [Science of Reading](https://www.learninga-z.com/site/company/what-we-do/science-of-reading "Science of Reading").

## Defining an Interactive Read Aloud

An interactive read aloud is a shared literacy experience engaging children and adults in conversation and engagement around a high-quality text.11 When we read aloud across various genres, formats, and content areas, we build students' [background knowledge](https://www.learninga-z.com/site/resources/breakroom-blog/courtneys-teaching-tips-knowledge-building "background knowledge") and expose them to sophisticated vocabulary – all necessary components in language comprehension. Though read alouds may be a cornerstone of literacy instruction in early childhood classrooms, their frequency declines in both older grades and content area classrooms.2

## Exploring the Effectiveness of Read Alouds

Read alouds across all ages support students' multifaceted reading development.11 In particular, read alouds deepen students' vocabulary,3 strengthen their independent writing,6 increase the likelihood that they engage in independent reading,7 and develop their content knowledge and vocabulary.4 Read alouds are particularly beneficial for multilingual learners, contributing to increases in vocabulary and comprehension.5 Read alouds [foster social-emotional development](https://www.learninga-z.com/site/resources/breakroom-blog/fostering-social-emotional-learning "foster social-emotional development"), including helping students control emotional outbursts14 and improving children's ability to empathize.13 Lastly, we cannot overlook the joy that read alouds evoke for both students and teachers.7, 15

## Maximizing the Potential of Read Alouds

Despite the well-documented benefits of read alouds, a recent survey of elementary teachers revealed that 50-70 percent of respondents didn't allot intentional planning time for their read alouds.8 The following steps are readily applicable to any read aloud across content areas and grade levels. With this explicit planning process, we can unpack the instructional richness of read alouds and maximize their potential.

## A Three-Step Planning Protocol

**Step One: Evaluate**

Prior to reading, your role in the evaluation step is to act as a detective, sorting out what might be problematic so you can set up your students for success. We might consider the background knowledge that the text assumes the reader brings. If readers need some familiarity with a concept or topic in the text, think through how to intentionally front load their knowledge to eliminate a potential comprehension stumbling point. These reflective questions might springboard your planning:

- What do students need to know about the topic before reading this book?
- Are there locations, references, interactions, events, or experiences in the book that students are likely to be unfamiliar with?
- What does the book assume readers bring to the page with them?
- Where else in the text might readers struggle? What potential points of confusion are there? Be careful about multiple characters, changes in settings (locations and time frames), and additional tricky spots.
- What experiences, knowledge, explanation, or exposure can I build, enhance, or lend my students in advance of reading?

Also, deliberately examine the text for instructional opportunities within the text – in other words, evaluate for both obstacles and opportunities.

**Step Two: Explain**

In the second step, we provide rich explanations of two specific areas: lingering comprehension roadblocks and unfamiliar vocabulary. Embrace the instructional opportunities of think alouds – the purposeful use of ‘I' language to model how you are making meaning from the text.10 Through first-person narrative language, use these think alouds to show how you are making inferences, synthesizing information, generating questions about the text, considering the author's purpose, and addressing comprehension breakdowns.

Additionally, explain new vocabulary words – both the words you choose to provide meaningful instruction on and the words you can simply explain so as not to hinder comprehension of overall content. Follow the Text Talk instructional model1 to state the word in the context of the book, provide a student-friendly definition, and connect the word to additional contexts. These reflective questions might guide the second step:

- Which words can be simply explained and do not require additional instruction?
- Which words are more complex and should receive follow-up instruction?
- Where might I incorporate think alouds to model understanding and improve student comprehension?

Through this intentionality, the read aloud is replete with rich comprehension modeling and explicit [vocabulary instruction](https://www.learninga-z.com/site/resources/breakroom-blog/dr-rasinski-art-and-science-of-vocabulary "vocabulary instruction"), key elements in effective reading instruction.

**Step Three: Engage and Extend**

This final step occurs after your read aloud, where we engage students in critical inquiry and reflection about the text. Our aim is to further students' critical thinking through literacy-rich extensions and engage students in rich conversations. Three areas are particularly fruitful: using the text for (1) social-emotional engagement, (2) cross-curricular extensions, and (3) additional literacy extensions. Not every book offers all three, and these reflective questions might narrow your focus:

- What social-emotional learning opportunities does the text present? Where might I enhance students' abilities to relate or learn from this text about ideas of identity, relationships, caring for each other, or community building?
- With extra time, what might I showcase from this book to feature arts, music, social studies, math, science, or English language arts?
- How might writing, listening, or speaking help students better understand the book? What engaging and literacy-rich opportunities does this text offer after reading?

## Prioritizing Read Alouds in Your Instruction

Once we embrace the read aloud as an opportunity to build engagement, vocabulary, content knowledge, comprehension, motivation, and so many other academic skills, we increase students' development as readers, writers, and thinkers. Explicit planning of the read alouds offer these opportunities every day, in every classroom.

My hope is this research-based approach to read alouds challenges, inspires, or invigorates you to consider how you incorporate them into your daily classroom instruction. Maybe you include read alouds a few times a week, either when time allows or as an incentive for students. It could be you are a middle school teacher who has never considered read alouds as a part of your instruction. Regardless of your starting point, I hope this inspires forward motion for you in your read-aloud instruction, either with a renewed sense of purpose, more intentional planning, or even a commitment to increase the frequency or duration of your read alouds.

[![LIVE: Read Alouds and the Science of Reading: Don't Stop Your Storytimes!](https://www.learninga-z.com/site/resources/breakroom-blog/media_1209277ca487e82d0392d8bfbf9546837b0b0e5e6.jpeg?width=750&format=jpeg&optimize=medium)](https://www.learninga-z.com/site/lp1/sor-read-alouds-register "https://main--learninga-z--aemsites.hlx.page/site/lp1/sor-read-alouds-register")

### ON-DEMAND WEBINAR

## Read Alouds and the Science of Reading: Don't Stop Your Storytimes!

In this free, on-demand webinar, Dr. Molly Ness, author of _Read Alouds for All Learners_, shares actionable strategies to apply the Science of Reading to classroom Read Alouds and talks about the dangers of dropping this beloved instructional practice from your literacy block.

**[WATCH NOW](https://www.learninga-z.com/site/lp1/sor-read-alouds-register "WATCH NOW ")**

**References**

01. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
02. DeJulio, S., Martinez, M., Harmon, J., Wilburn, M., & Stavinoha, M. (2022). Read aloud across grade levels: A closer look. Literacy Practice and Research, 47(2).
03. Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2). doi: 10.1111/cdev.13225
04. Dwyer, M., & Martin-Chang, S. (2023). Fact from fiction: The learning benefits of listening to historical fiction. The Reading Teacher, doi:10.1002/trtr.21.77/
05. Giroir, S., Grimaldo, L. R., Vaughn, S., & Roberts, G. (2015). Interactive read-alouds for English learners in the elementary grades. The Reading Teacher, 68(8), 639-648.
06. Graham, S., Bollinger, A., Booth Olson, C., D'Aoust, C., MacArthur, C., McCutchen, D., et al. (2012). Teaching elementary school students to be effective writers: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U. S. Department of Education.
07. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children's attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3). [http://dx.doi.org/10.14221/ajte.2018v43n3.8](http://dx.doi.org/10.14221/ajte.2018v43n3.8 "http://dx.doi.org/10.14221/ajte.2018v43n3.8")
08. McCaffrey, M. & Hisrich, K. (2017). Read-alouds in the classroom: A pilot study of Teachers' self-reporting practices. Reading Improvement, 54(3), 93-100.
09. Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296.
10. Ness, M. (2018). Think big with think alouds, grades K-5: A three-step planning process that develops strategic readers. Thousand Oaks, CA: Corwin Press.
11. Ness, M. (2023). Read alouds for all learners: A comprehensive plan for every subject, every day, Grades PreK - 8. Bloomington, IN: Solution Tree.
12. Smith, K. C., Young, C. A., & Yatzeck, J. C. (2022). What are teachers reading and why? An analysis of elementary read aloud titles and the rationales underlying teachers' selections. Literacy Research and Instruction, 61(4), 383-401.
13. Thompson, E., & Melchior, S. (2020). Improving empathy in children: Interactive read-aloud as a counseling intervention. Journal of Creativity in Mental Health, 15(2), 199-211.
14. Verden, C. E. (2012). Reading culturally relevant literature aloud to urban youths with behavioral challenges. Journal of Adolescent and Adult Literacy, 55(7), 619-628.
15. Vlach, S. Lentz, T., & Muhammad, G. (2023). Activating joy through culturally and historically responsive read-alouds. The Reading Teacher, pp. 1-9. doi:10.1002/trtr.2203

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## Fluency Passages Overview
# Accelerating Literacy Development With Fluency Passages

By [Tiara Smith](https://www.learninga-z.com/site/resources/breakroom-blog/authors/tiara-smith), Copywriter & Content Strategist; [Courtney Lofgren](https://www.learninga-z.com/site/resources/breakroom-blog/authors/courtney-lofgren), Learning Designer, Learning Design & Content Development

**Strengthening Fluency and Reading Comprehension**

![fluency passages](https://www.learninga-z.com/site/resources/breakroom-blog/media_121e04548a3852ca4768fa11a07ccbf07fcc579c2.jpeg?width=750&format=jpeg&optimize=medium)

To become a proficient reader, fluency is a skill that is an absolute essential. The reason for this, among others, is that fluent readers decode words automatically, enabling them to focus on comprehending the meaning of text. As students work to become proficient readers, they’ll benefit from hearing fluent models of reading, such as when the teacher, or a more fluent reader, reads aloud. However, students need many more opportunities to practice and truly refine oral reading fluency skills with the support of their teacher. Fluency passages are a great resource to help students achieve these goals and more. Within this article, we’ll take a deep dive into fluency passages and how they can help you accelerate [literacy development](https://www.learninga-z.com/site/resources/breakroom-blog/pursuing-comprehensive-literacy "literacy development") in your classroom.

## What are Fluency Passages?

Fluency passages are brief texts that students can read multiple times to improve their oral reading fluency, speed, and accuracy. Intended to promote repeated reading of the same passage, fluency passages are incredibly brief in nature.

**How it works:** Students read the passages aloud several times as the teacher monitors their reading and provides feedback. This offers them more opportunities to develop a better command of the text, which empowers them to become more confident and capable readers. In addition, fluency passages build word recognition, increase automaticity, and help students read with better expression.

## How to Use Fluency Passages

One of the great things about fluency passages is that they can be used in a variety of ways to support students as they work toward their individual oral reading fluency goals. Here are a few different ways this solution can be integrated into your literacy block:

- **One-on-one:** When using this approach, teachers might begin by reading the text aloud to provide a model of fluent reading. Then, they would invite the student to read the passage while listening for opportunities to provide guidance and feedback related to the student’s reading accuracy, speed, and/or expression. This may prompt the teacher to ask questions to evaluate [reading comprehension](https://www.learninga-z.com/site/resources/breakroom-blog/boosting-reading-comprehension-raz-plus "reading comprehension").
- **Paired reading:** Students can work with a partner to read a fluency passage. During this time, teachers may opt to have students time one another, notate the number of words read, and/or provide constructive feedback to their peers to help them improve. Teachers can determine the best way to pair students, but they may want to consider pairing a more fluent reader with a less fluent reader, or two readers who read with similar fluency levels. If you are finding it difficult to pair students, try to select partners based on the specific needs of each potential pair.
- **Independent reading:** Students can read a fluency passage on their own while tracking the words that they read. As with paired reading, teachers may ask students to time themselves as they read independently. In addition, students can make note of the words that were challenging and of those that interfered with their speed or expression, allowing them to get better each time they read that particular passage.

Regardless of how teachers choose to implement fluency passages, each of these approaches can be used to help students set individual goals by receiving guidance and feedback from teachers and peers. Likewise, students can take time to reflect and set goals for themselves when reading independently.

## The Benefits of Reading Fluency Passages

Devoting limited class time to any new activity can feel like a bit of a risk, but integrating fluency passages into your literacy block will only pay dividends in the future. Should you choose to utilize fluency passages in your classroom, here are a few benefits you can expect:

1. **Dedicated time to refine fluency:** As with any skill, students need ample time to practice oral reading fluency. Fluency passages provide the practice that students need to become more fluent readers and can be easily integrated into any elementary classroom’s literacy block. In addition, fluency passages allow students to refine the components of fluency, accuracy, rate, and prosody.

   - **Accuracy:** Accurate readers identify words correctly and automatically. When students are able to decode with ease, they can focus their efforts on understanding the text.
   - **Rate:** When students read at an appropriate rate, their reading is effortless and automatic, which allows them to attend to the meaning of text. Not only does reading speed aid with comprehension, but it can also help students build the stamina necessary to read for longer periods of time.
   - **Prosody:** Fluent readers read with expression, meaning they adjust the tone, rhythm, and pitch of their voices to ensure that they pause at the correct times and read with emotion. When reading with expression, readers should sound as though they are speaking. Reading with prosody is important because it can help readers deepen their understanding of the text and retain important information.
2. **Students read deeply:** Students need to read a wide range of complex texts to become more proficient readers, but as [Tim Rasinski](https://www.learninga-z.com/site/resources/breakroom-blog/dr-rasinski-art-and-science-of-fluency "Tim Rasinski"), Ph.D. notes, it is also important to consider the depth of reading. When students spend multiple sessions working with the same passage, they develop more confidence and proficiency as readers. With the feedback and guidance of a teacher, students can utilize the [fluency skills](https://www.timrasinski.com/presentations/delivering_supportive_fluency_instruction_article.pdf "fluency skills") they develop through multiple readings of the same text and apply them to new texts that they encounter.
3. **Students hear how fluent reading sounds:** When a teacher, a peer, or another fluent reader reads aloud, students are able to hear how fluent reading sounds, which can clarify some sounds they may be struggling with, remind them of how punctuation marks function as associated with meaning, or help them identify how a reader’s voice can contribute to the meaning of the text.

If you are currently witnessing any of the traits of less fluent readers on the right below, fluency passages may be a great place to start.

### More Fluent Readers

- Read accurately
- Read at an appropriate rate
- Read with expression
- Read many different texts, often reading texts or parts of texts more than once
- Read frequently

### Less Fluent Readers

- Struggle to decode or identify words automatically
- Read too quickly or too slowly
- Read robotically or without emotion
- May not read many texts
- May not read often

## Incorporating Fluency Passages With Raz-Plus

Fluency passages have the power to make a significant impact, but finding the right resources can be difficult. If you are looking to integrate fluency passages in your literacy block, [Raz-Plus](https://www.raz-plus.com/ "Raz-Plus") is the solution for you. Providing a vast collection of [Fluency Practice Passages](https://www.raz-plus.com/fluency/fluency-practice-passages/ "Fluency Practice Passages") at different levels of complexity, Raz-Plus ensures that all students have access to engaging resources that support oral reading fluency practice whether they are being used for one-on-one practice, independent timed reading, or paired readings. In addition, Raz-Plus presents passages by level and covers a variety of high-interest fiction and nonfiction topics, allowing teachers to address each student’s unique learning needs while keeping them [engaged](https://www.learninga-z.com/site/resources/breakroom-blog/engaging-students-with-interactive-learning "engaged"). As you consider if fluency passages are right for your classroom, we encourage you to learn more about the fluency passages available with Raz-Plus.

### Increase Fluency, Strengthen Reading Comprehension

Discover a wide variety of fluency passages with a free trial of Raz-Plus today.

**[learn more](https://accounts.learninga-z.com/accountsweb/marketing/trial.do?campaign=razplusRPBRKRMlinkTrial "learn more ")**

Footnote:

1. . “What Is the Definition of Fluency in Reading?” Lexialearning.Com, Lexia, A Cambium Learning Group Brand, 21 Mar. 2023, [www.lexialearning.com/blog/what-is-the-definition-of-fluency-in-reading](http://www.lexialearning.com/blog/what-is-the-definition-of-fluency-in-reading "www.lexialearning.com/blog/what-is-the-definition-of-fluency-in-reading").
2. . “Components of Fluency.” Five from Five, MultiLit Pty Ltd., 10 Jan. 2023, [fivefromfive.com.au/fluency/components-of-fluency/#:~:text=1.](http://fivefromfive.com.au/fluency/components-of-fluency/#:~:text=1. "fivefromfive.com.au/fluency/components-of-fluency/#:~:text=1.")

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## Kids A-Z Student Experience
# The Kids A-Z Student Experience

**Part 3 – A Better Path to Blended Learning**

![Kids A-Z Student Experience](https://www.learninga-z.com/site/resources/breakroom-blog/media_142ec98ae30a1296748bea7fea7475c6b42ba3c68.jpeg?width=750&format=jpeg&optimize=medium)

As technology continues to impact every aspect of education, it’s more important than ever to leverage technology to keep students engaged. The Kids A-Z student-centered online learning platform is ideal for [blended learning](https://www.learninga-z.com/site/what-we-do/blended-learning "blended learning") classrooms because it keeps students engaged with learning inside and outside the classroom, and allows teachers to monitor progress and personalize materials for all students.

When students work in the Kids A-Z learning environment, they access materials online that make learning fun and rewarding. Here are 5 features that define the Kids A-Z student experience.

## Integrated

When students first log in to Kids A-Z, they can access all the Learning A-Z products that their teachers have signed them up for, including, Raz-Plus, Raz-Kids, Science A-Z, and Writing A-Z. Students only need to log into Kids A-Z to access leveled materials and activities from these products. Each product that a student has access to is represented by a planet icon on the Kids A-Z dashboard, where students can navigate from product to product to complete online activities. For example, when a student has access to Raz-Plus or Raz-Kids, they click on the “Reading” planet to begin their activities.

![Kids A-Z student dashboard](https://www.learninga-z.com/site/resources/breakroom-blog/media_1b07ba7fa1a9a52d04089398291e4997d0e85f906.jpeg?width=750&format=jpeg&optimize=medium)

Kids A-Z also brings together classroom lessons and at-home practice. Teachers can give parents and guardians access to their child’s Kids A-Z account so parents can view their child’s progress and skill reports. With parent and guardian access options, Kids A-Z integrates family members into a student’s skill development so they can stay informed about their child’s reading activities.

## Accessible 24/7

Through Kids A-Z, students have 24/7 access to eBooks and other eResources, no matter where they are. The Kids A-Z interactive online platform allows students to read eBooks, take eQuizzes, or complete other activities at home, at school, on their iPad, laptop, or mobile phone. Students can log in anytime, anywhere, to complete assignments and read high-interest eBooks.

## Personalized

Because every student learns at a different pace, Kids A-Z holds grade-appropriate materials and resources that are chosen to fit a students’ learning level. While the teacher assigns each student a level based on benchmark assessments, Kids A-Z allows students to browse an extensive library of leveled resources and choose grade-appropriate eBooks that interest them. As a learning platform that gives students access to developmentally-appropriate eResources, Kids A-Z facilitates a personalized learning experience and helps students build independence and self-confidence.

## Engaging

Kids A-Z is a dynamic entry point for activities that challenge students to apply skills introduced in the classroom. Here are some of the things students can do with each of our products through the Kids A-Z online learning platform:

**Raz-Plus:** Students practice active reading strategies as they listen to eBooks being read out loud, record themselves reading out loud, and use digital tools for annotating, stamping, and highlighting.

**Raz-Kids:** With eBooks at 29 different reading levels, students can read and take eQuizzes on high-interest topics.

**Science A-Z:** Students read multilevel eBooks, complete eQuizzes, and watch videos to build knowledge in Life Science, Earth and Space Science, Physical Science, and Process Science.

**Writing A-Z:** Students can write their own digital book, follow step-by-step guides for process writing activities, and publish short compositions to the virtual classroom writer’s wall.

## Rewarding

These interactive functions are complemented by a rewards system that keeps students motivated to learn. In the Kids A-Z Star Zone, students can customize a robot avatar and space rocket using the stars earned from completing activities. With these digital rewards, students stay motivated to continue reading and completing assignments. When students have access to Raz-Kids or Raz-Plus, they can also take advantage of the My Stats feature, which tracks a student’s progress on specific reading skills so students can visualize how they have improved over time.

## Ready to explore more blended learning resources?

Raz-Plus, Raz-Kids and Science A-Z have high-interest, leveled books that your students will love reading inside or outside the classroom. Click the link below to get free samples of these books and more information about other products your students can access through the interactive Kids A-Z eLearning platform.

**[Get Free Books](https://www.learninga-z.com/site/lp2/fiction-science-books-samples "Get Free Books ")**

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Courtney Lofgren's Insights
# Courtney Lofgren

![Courtney Lofgren](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_12d6f29c49bc1dffd356c9e8868e8d43dddcd44f4.jpg?width=750&format=jpg&optimize=medium)

Learning Designer, Learning Design & Content Development

Learning A-Z

Courtney Lofgren is a Senior Learning Designer at Learning A-Z. In her role, she brings over 20 years of experience as an elementary school teacher, instructional coach, and in the educational publishing industry, with emphasis on literacy instruction to support teachers and students in grades K-6. At Learning A-Z, Courtney is responsible for integrating science-based research to support current products and guide resource development that empowers teachers and students.

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Courtney Lofgren, a member of the Learning A-Z editorial team and a seasoned kindergarten teacher, offers useful teacher tips you can try today!\\
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**Courtney's Teaching Tips: Knowledge Building** \\
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Looking to build knowledge in your classroom? This installment of Courtney's Teaching Tips focuses on doing just that! Learn more.\\
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**Engaging & Educating with Reader's Theater** \\
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Discover the power of Reader's Theater to enhance literacy skills and explore creative Reader's Theater activities & tips for educators in this breakroom blog.\\
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**Engaging Students With Interactive Learning** \\
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Are you struggling to keep your students engaged? If the answer is yes, don't worry! Read on to learn about how interactive lessons can help!\\
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**Accelerating Literacy Development With Fluency Passages** \\
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Improve reading fluency and comprehension in your classroom with the integration of fluency passages into your literacy block. Read on to learn more.\\
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**Homeschool Curriculum and Program Resources** \\
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Since 2019, more caregivers have transitioned to homeschooling, causing them to search for answers and resources. Learn how Learning A-Z can help.\\
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[![Knowledge Based Vs. Skill Based Learning | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_11f02d02a0d7cb6ab1ac64137140e3c4f3dbc81b2.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Knowledge Based Vs. Skill Based Learning** \\
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Discover the difference between knowledge based and skill based learning in this insightful article. Explore how these approaches to learning vary.\\
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![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Tiara Smith - Education Expert
# Tiara Smith

![tiara](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_157613f9efa4e3d2d045b0eeeec3633e10e7bb37d.jpeg?width=750&format=jpeg&optimize=medium)

Copywriter & Content Strategist

Tiara Smith acts as a copywriter and content strategist for Learning A-Z, and has written a variety of content centered around education, literacy, and educational development.

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**Celebrating Teacher Appreciation Week** \\
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**The Powerful Duo: A Cut Above the Competition** \\
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**Learning A-Z** \\
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**Celebrando el Mes de la Herencia Hispana en el aula** \\
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We're celebrating Hispanic Heritage Month with some of the authors of content found within Raz-Plus Español. Read on to celebrate in your classroom!\\
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**Bullying Prevention: A Collaborative Effort** \\
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Back to school season can be quite challenging, but with these four tips, you can help set your students up for academic success.\\
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**Boosting Reading Comprehension With Raz-Plus** \\
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Research shows that explicit instruction can boost reading comprehension, but it can still feel overwhelming. Raz-Plus can help! Learn more.\\
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**Courtney's Teaching Tips: Knowledge Building** \\
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Looking to build knowledge in your classroom? This installment of Courtney's Teaching Tips focuses on doing just that! Learn more.\\
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**Decodable Books for Early Readers** \\
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Decodable books are an absolute essential for early readers on their Science of Reading journey. Read on to learn more and access a few free samples!\\
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[![Engaging & Educating with Reader's Theater | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1e6d9694e24456b09d1885dd763c6ab990f8e776f.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Engaging & Educating with Reader's Theater** \\
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Discover the power of Reader's Theater to enhance literacy skills and explore creative Reader's Theater activities & tips for educators in this breakroom blog.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/engaging-and-educating-with-readers-theater)

[![Engaging Students With Interactive Learning | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_14dd9dfe0cf1a9b50a876ac89098c230a0dc9bf62.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Engaging Students With Interactive Learning** \\
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Are you struggling to keep your students engaged? If the answer is yes, don't worry! Read on to learn about how interactive lessons can help!\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/engaging-students-with-interactive-learning)

[![Accelerating Literacy Development With Fluency Passages | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_121e04548a3852ca4768fa11a07ccbf07fcc579c2.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Accelerating Literacy Development With Fluency Passages** \\
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Improve reading fluency and comprehension in your classroom with the integration of fluency passages into your literacy block. Read on to learn more.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/fluency-passages)

[![Implementing Close Reading With Raz-Plus | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1addaa8ce413230f536af0ca692d972258dfa77e1.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Implementing Close Reading With Raz-Plus** \\
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Close reading is known to improve reading comprehension. If you are working to implement this approach in your class, Raz-Plus can help. Learn more.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/implementing-close-reading-with-research-based-resources)

[![Homeschool Curriculum and Program Resources](https://www.learninga-z.com/site/resources/breakroom-blog/media_178ae52b88afbd767bce26ab02c40bc8d669ca373.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Homeschool Curriculum and Program Resources** \\
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Since 2019, more caregivers have transitioned to homeschooling, causing them to search for answers and resources. Learn how Learning A-Z can help.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/homeschool-curriculum-and-program-resources)

[![Increasing Access to Grade-level Texts With Graphic Books | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1262350bec7912345f30cf47b7e4e2d963d6f6e1a.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Increasing Access to Grade-level Texts With Graphic Books** \\
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Keeping students engaged during literacy instruction can be difficult. Find out how the graphic books available within Raz-Plus can help!\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/increasing-access-to-grade-level-texts-with-graphic-books)

[![Knowledge Based Vs. Skill Based Learning | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_11f02d02a0d7cb6ab1ac64137140e3c4f3dbc81b2.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Knowledge Based Vs. Skill Based Learning** \\
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Discover the difference between knowledge based and skill based learning in this insightful article. Explore how these approaches to learning vary.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/knowledge-based-and-skill-based-learning)

[![Celebrating National Book Lovers Day | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1cd2eacf67898594acbd3c00da6ee73e5411a615d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Celebrating National Book Lovers Day** \\
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Celebrating National Book Lovers Day? We are, too! Celebrate with us by discovering tools and texts that promote comprehensive literacy.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/national-book-lovers-day)

[![Nurturing Struggling Readers With Raz-Plus | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_11581e2c5426e3703ecff9fd59532e8dbd8b0ecd5.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Nurturing Struggling Readers With Raz-Plus** \\
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If your students are struggling with reading, the High/Low Texts in Raz-Plus can help by building vocabulary and background knowledge. Learn more.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/nurturing-struggling-readers-high-low-raz-plus)

[![The Power of Project-Based Learning Packs in Raz-Plus | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_14d3882d6065888f5f822f20cce785447207a2d0d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**The Power of Project-Based Learning Packs in Raz-Plus** \\
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Strengthening literacy involves building a myriad of key skills, but it can be overwhelming. Our Project-Based Learning Packs can help. Learn more.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/power-project-based-learning-packs-raz-plus)

[![Simplify Summer School With Raz-Plus | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_184888557eeeba36d7a9fd430fe74fdd2516048f0.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Simplify Summer School With Raz-Plus** \\
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Summer School is right around the corner. Are you prepared? Learn more about how Raz-Plus can help with lesson planning and more!\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/simplifying-summer-school-with-raz-plus)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Dr. Molly Ness
# Dr. Molly Ness, Ph.D

![Dr. Molly Ness Headshot](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_10d8db50c99106510341a53291cad3c03afe793db.png?width=750&format=png&optimize=medium)

Author

Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia and spent 16 years as an associate professor at Fordham University. The author of five books, Dr. Ness serves on the Board of Directors for the International Literacy Association and is a New York state chapter founder of the Reading League. Dr. Ness has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction. She is the creator of the _End Book Deserts_ podcast, which brings awareness to the 32 million American children who lack access to books.

When she is not reading and writing about reading and writing, Dr. Ness is driving her ice-hockey-obsessed teenage daughter to the rink, learning how to fly fish, or hiking with her poorly behaved Goldendoodle.

## Related Articles

[![3 Steps to a Science of Reading-Aligned Read Aloud | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f31aefbd446f28b7cf71b0e8e2d40ac174071dc7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**3 Steps to a Science of Reading-Aligned Read Aloud** \\
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Dr. Molly Ness shares her 3-step approach to make the most of your storytimes and boost reading development.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/3-step-sor-read-aloud)

## Educational Resource Library
# Download Library

We offer a wide array of teacher and student resources designed to enhance learning and expand literacy. Get instant access to our library of one sheets, company brochures, and more.

Explore research and efficacy papers and case studies on our award-winning products in the [Research Library](https://www.learninga-z.com/site/resources/research-and-efficacy "Research Library")!

**[By Type](https://www.learninga-z.com/site/resources/download-library-by-type "By Type")** \| **By Product**

## Reading A-Z

![Special Education Support](https://www.learninga-z.com/site/resources/download-library/media_19f418afa7beefdcdf4e0759ff704697561a9e032.jpg?width=750&format=jpg&optimize=medium)

### Special Education Support

[Read More](https://www.learninga-z.com/site/resources/download-library/special-education-support-one-sheet)

## Raz-Kids

![Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale](https://www.learninga-z.com/site/resources/download-library/media_182f176a00714635f7986780ea33db7eb9777cb81.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale

[Read More](https://www.learninga-z.com/site/resources/download-library/2016-teacher-appreciation-web-sale)

![Special Education Support](https://www.learninga-z.com/site/resources/download-library/media_19f418afa7beefdcdf4e0759ff704697561a9e032.jpg?width=750&format=jpg&optimize=medium)

### Special Education Support

[Read More](https://www.learninga-z.com/site/resources/download-library/special-education-support-one-sheet)

![Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities](https://www.learninga-z.com/site/resources/download-library/media_14723e0933aa371ce4f0bf0279ff408db3f7831be.jpeg?width=750&format=jpeg&optimize=medium)

### Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities

[Read More](https://www.learninga-z.com/site/resources/download-library/5-billion-activities)

![Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations](https://www.learninga-z.com/site/resources/download-library/media_14723e0933aa371ce4f0bf0279ff408db3f7831be.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-2016-codie-finalists)

![Cambium Learning Group Wins an Impressive 10 BESSIE Awards for 2018](https://www.learninga-z.com/site/resources/download-library/media_18f0f55460cc2eb7609beaf355213b1614050fb59.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins an Impressive 10 BESSIE Awards for 2018

[Read More](https://www.learninga-z.com/site/resources/download-library/10-bessie-award-2018)

![Cambium Learning Group’s Solutions Receive Five Finalist Honors for the 2016 EdTech Digest Cool Tool Awards](https://www.learninga-z.com/site/resources/download-library/media_1f98140136fbd07cc884639435c31875fd0d9ab21.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group’s Solutions Receive Five Finalist Honors for the 2016 EdTech Digest Cool Tool Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/edtech-digest-2016-finalists)

![Cambium Learning Group Wins 3 SIIA CODiE Awards](https://www.learninga-z.com/site/resources/download-library/media_1870f8fd34da1bc897a9fe225c26c70fb1e58c95f.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins 3 SIIA CODiE Awards

[Read More](https://www.learninga-z.com/site/resources/download-library/2016-codie-awards)

![Raz-Kids Product Sheet](https://www.learninga-z.com/site/resources/download-library/media_1ada1df46cf3063d3ac41b23308d9e92217360784.jpeg?width=750&format=jpeg&optimize=medium)

### Raz-Kids Product Sheet

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-kids-overview)

## Raz-Plus

![Raz-Plus Product Sheet](https://www.learninga-z.com/site/resources/download-library/media_194015e058640c5a380535a425385661171f02276.jpg?width=750&format=jpg&optimize=medium)

### Raz-Plus Product Sheet

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-overview)

![10 Raz-Plus Resources You Should Be Using](https://www.learninga-z.com/site/resources/download-library/media_19b889c98796fc909c6b980da6bb9bfa8ac7e9db7.jpg?width=750&format=jpg&optimize=medium)

### 10 Raz-Plus Resources You Should Be Using

[Read More](https://www.learninga-z.com/site/resources/download-library/10-raz-plus-resources)

![Special Education Support](https://www.learninga-z.com/site/resources/download-library/media_19f418afa7beefdcdf4e0759ff704697561a9e032.jpg?width=750&format=jpg&optimize=medium)

### Special Education Support

[Read More](https://www.learninga-z.com/site/resources/download-library/special-education-support-one-sheet)

![Raz-Plus Foundational Skills One Sheet](https://www.learninga-z.com/site/resources/download-library/media_1073baaef51c3efd59c827f3a61d89cafea781e77.png?width=750&format=png&optimize=medium)

### Raz-Plus Foundational Skills One Sheet

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-foundational-skills-one-sheet)

![Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities](https://www.learninga-z.com/site/resources/download-library/media_14723e0933aa371ce4f0bf0279ff408db3f7831be.jpeg?width=750&format=jpeg&optimize=medium)

### Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities

[Read More](https://www.learninga-z.com/site/resources/download-library/5-billion-activities)

![Cambium Learning Group Wins an Impressive 14 EDDIE Awards for 2018](https://www.learninga-z.com/site/resources/download-library/media_1a6f145bfaedfca0aa510e623e129376beddc0d10.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Wins an Impressive 14 EDDIE Awards for 2018

[Read More](https://www.learninga-z.com/site/resources/download-library/eddie-awards-2018)

![Learning A-Z Releases Premier Blended Learning Resource: Raz-Plus](https://www.learninga-z.com/site/resources/download-library/media_1d644f48663af3b25191310997c58d464e9b9584f.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Releases Premier Blended Learning Resource: Raz-Plus

[Read More](https://www.learninga-z.com/site/resources/download-library/learning-a-z-releases-raz-plus)

![Raz-Plus ESSA Strong Evidence One Sheet](https://www.learninga-z.com/site/resources/download-library/media_1e55a153981082ac316d5a40dfcfa6f979ede69c4.jpeg?width=750&format=jpeg&optimize=medium)

### Raz-Plus ESSA Strong Evidence One Sheet

[Read More](https://www.learninga-z.com/site/resources/download-library/razplus-essa-strong-evidence)

![10 Raz-Plus Resources for Use With Intermediate Students](https://www.learninga-z.com/site/resources/download-library/media_13edf19c84ef5f9bb86653a8edde024609aa0cc39.jpeg?width=750&format=jpeg&optimize=medium)

### 10 Raz-Plus Resources for Use With Intermediate Students

[Read More](https://www.learninga-z.com/site/resources/download-library/10-razplus-intermediateresources)

![10 Raz-Plus Features You Should Be Using](https://www.learninga-z.com/site/resources/download-library/media_1c9fc7b8dfb598333f891a5b3f4e90824e5b661d6.jpeg?width=750&format=jpeg&optimize=medium)

### 10 Raz-Plus Features You Should Be Using

[Read More](https://www.learninga-z.com/site/resources/download-library/10-raz-plus-features)

![10 Raz-Plus Spanish Resources You Should Be Using](https://www.learninga-z.com/site/resources/download-library/media_1e20ff267285d549ad0df1abdbe4ea95717b857d2.jpeg?width=750&format=jpeg&optimize=medium)

### 10 Raz-Plus Spanish Resources You Should Be Using

[Read More](https://www.learninga-z.com/site/resources/download-library/10-raz-plus-spanish-resources-you-should-be-using)

![Meaningful Conversations: Social-Emotional Learning Resource](https://www.learninga-z.com/site/resources/download-library/media_116e808c50adf0aaed86a371d7a86dd4cfb9e5ad5.jpeg?width=750&format=jpeg&optimize=medium)

### Meaningful Conversations: Social-Emotional Learning Resource

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-sel-meaningful-conversations-one-sheet)

![Raz-Plus Blended Learning Brochure](https://www.learninga-z.com/site/resources/download-library/media_1924ea3ebafa28582cfd34bd2017180fa71a274b6.png?width=750&format=png&optimize=medium)

### Raz-Plus Blended Learning Brochure

[Read More](https://www.learninga-z.com/site/resources/download-library/raz-plus-blended-learning-brochure)

## Vocabulary A-Z

![Special Education Support](https://www.learninga-z.com/site/resources/download-library/media_19f418afa7beefdcdf4e0759ff704697561a9e032.jpg?width=750&format=jpg&optimize=medium)

### Special Education Support

[Read More](https://www.learninga-z.com/site/resources/download-library/special-education-support-one-sheet)

![Vocabulary A-Z for VocabularySpellingCity Users](https://www.learninga-z.com/site/resources/download-library/media_18856fa0e500ce6e2e47a929ec4523317ee85f33b.jpg?width=750&format=jpg&optimize=medium)

### Vocabulary A-Z for VocabularySpellingCity Users

[Read More](https://www.learninga-z.com/site/resources/download-library/vocabulary-a-z-vocabulary-spelling-city)

![Vocabulary A-Z Infographic](https://www.learninga-z.com/site/resources/download-library/media_144feb3d4e4d6768206ffe653f432d2b4261de9c5.jpeg?width=750&format=jpeg&optimize=medium)

### Vocabulary A-Z Infographic

[Read More](https://www.learninga-z.com/site/resources/download-library/vaz-infographic)

![Vocabulary A-Z Product Sheet](https://www.learninga-z.com/site/resources/download-library/media_1b4634db338187da7b2513744d815dcbdde77756e.jpeg?width=750&format=jpeg&optimize=medium)

### Vocabulary A-Z Product Sheet

[Read More](https://www.learninga-z.com/site/resources/download-library/vocabulary-a-z-overview)

![Vocabulary A-Z for VocabularySpellingCity Users](https://www.learninga-z.com/site/resources/download-library/media_18856fa0e500ce6e2e47a929ec4523317ee85f33b.jpeg?width=750&format=jpeg&optimize=medium)

### Vocabulary A-Z for VocabularySpellingCity Users

[Read More](https://www.learninga-z.com/site/resources/download-library/vocabulary-a-z-vsc-users)

## Science A-Z

![Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale](https://www.learninga-z.com/site/resources/download-library/media_182f176a00714635f7986780ea33db7eb9777cb81.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale

[Read More](https://www.learninga-z.com/site/resources/download-library/2016-teacher-appreciation-web-sale)

![Special Education Support](https://www.learninga-z.com/site/resources/download-library/media_19f418afa7beefdcdf4e0759ff704697561a9e032.jpg?width=750&format=jpg&optimize=medium)

### Special Education Support

[Read More](https://www.learninga-z.com/site/resources/download-library/special-education-support-one-sheet)

![Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities](https://www.learninga-z.com/site/resources/download-library/media_14723e0933aa371ce4f0bf0279ff408db3f7831be.jpeg?width=750&format=jpeg&optimize=medium)

### Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities

[Read More](https://www.learninga-z.com/site/resources/download-library/5-billion-activities)

![Learning A-Z Wins 10 2016 BESSIE Awards, Making It The Most Recognized Company Again in 2016](https://www.learninga-z.com/site/resources/download-library/media_11f0614324eb56d6cea07778c802b5f74778a027f.jpeg?width=750&format=jpeg&optimize=medium)

### Learning A-Z Wins 10 2016 BESSIE Awards, Making It The Most Recognized Company Again in 2016

[Read More](https://www.learninga-z.com/site/resources/download-library/2016-bessie-winner)

![Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations](https://www.learninga-z.com/site/resources/download-library/media_14723e0933aa371ce4f0bf0279ff408db3f7831be.jpeg?width=750&format=jpeg&optimize=medium)

### Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations

[Read More](https://www.learninga-z.com/site/resources/download-library/cambium-2016-codie-finalists)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Breakroom Blog
# The Breakroom Blog: practical ideas and inspiration

Discover practical teaching strategies, read inspiring stories from fellow educators, and stay updated with insights from Learning A-Z®.

![](https://www.learninga-z.com/site/resources/media_13aa9fed5c86223f9f154e083c7476dc13b0698ea.png?width=750&format=png&optimize=medium)

![](https://www.learninga-z.com/site/resources/media_1045ea5b2b32ca88838201c9ff27916697d9a875d.jpg?width=750&format=jpg&optimize=medium)

**FEATURED**

## Teachers Are Powerful—And They Belong at the Center of Learning

At a time when the education landscape is shifting rapidly, we want to be unmistakably clear about our purpose: We help teachers shine so students can grow.” Learning A-Z president, Aaron Ingold, discusses how our learning solutions have evolved with the research, but are always keep educators front and center.

**[Read Article](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series "Read Article")**

## Browse all articles

Sort BY: Newest FirstSort BY: Oldest FirstSort BY: A - ZSort BY: Z - AAll CategoriesBalanced LiteracyBlended LearningCompany NewsCultural ResponsivenessDifferentiated InstructionDual Language & ELLDual Language and ELLFoundational SkillsFunding And GrantsProduct UpdatesProfessional DevelopmentReviewsReviews Writing InstructionScience InstructionScience of ReadingSocial-Emotional LearningTeacher WellnessTeaching ResourcesTeaching Resources OnlineTips for ParentsVocabulary InstructionWriting InstructionAll AuthorsAaron IngoldAlejandra LondonoAmy WolfordAnn WallenmeyerBarbara FriedlanderBeth ScottBex MuiCaitlin DeckardCheryl WidmanClaudia Arroyave Koleia BungardCourtney LofgrenDaniel FloweDeanne KellsDoug TepperDr. Francesca PomerantzDr. Julia LindseyDr. Kia Myrick McDanielDr. Lee Francis IVDr. Lia D. FalcoDr. Marta LeonDr. Molly NessDr. Natasha H. ChenowithDr. Timothy RasinskiElizabeth HaganFrancisca JordanHannah Irion-FrakeHeather MinskyIris GarnerJennifer KulickJennifer NighJennifer PhamJeremy ThompsonJohn BennettsJulia BaileyKatie BaerKatie ForsellLaura FischerLinda GordonLloyd HopkinsMaria LowensteinMarissa BaschMarsha GanzPage MelcherPaula BarrRachel BeiswangerRobert HollTasha FisherTaylor PapottoTiara SmithTroy Hickerson

[![Maximizing Independent Reading Practice in Elementary Literacy](https://www.learninga-z.com/site/resources/breakroom-blog/media_150379eaa4a46e5c47091e583c65f7e754f3b6cd9.jpg?width=750&format=jpg&optimize=medium)\\
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**Maximizing Independent Reading Practice in Elementary Literacy** \\
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This article explores how independent reading practice can transform elementary literacy instruction. Grounded in research and classroom experience, it highlights the benefits of student-led reading time—such as improved fluency, vocabulary, and comprehension—and offers practical strategies for aligning practice with core literacy programs. Educators will find actionable tips for designing developmentally appropriate tasks, overcoming common challenges, and fostering a joyful reading culture that empowers young learners to become confident, lifelong readers.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/independent-reading)

[![Connecting to Your Core | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f371d27b41d52198b1f8686a3ce9130d4bce524c.jpg?width=750&format=jpg&optimize=medium)\\
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**Connecting to Your Core** \\
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Explore how to streamline foundational literacy instruction with practical strategies from the Learning A-Z® edWebinar series with John Bennetts. Learn strategies for how to bring alignment across whole-group, small-group, and independent instruction to improve outcomes for all readers.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/connecting-to-your-core)

[![Building Skills for All Strands of the Reading Rope](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f43c6ea5eb20581d2c3f1bbceb956f04d516b1c2.jpg?width=750&format=jpg&optimize=medium)\\
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**Building Skills for All Strands of the Reading Rope** \\
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Discover how Raz-Plus helps teachers build foundational skills and reading comprehension, transforming struggling readers into confident, skilled readers.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/both-strands-reading-rope)

[![Metacognition in the Classroom: More Than Thinking About Thinking | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_15320bcf325cd63008dc493b14377bb547fd81af9.jpg?width=750&format=jpg&optimize=medium)\\
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**Metacognition in the Classroom: More Than Thinking About Thinking** \\
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Metacognition is often simplified as “thinking about thinking.” However, it is a complex process of monitoring and controlling one's thoughts to achieve a goal. Learn what metacognition is and is not, and how it helps students become more effective learners and readers.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/metacognition)

[![The Vital Role of Handwriting in Literacy Instruction | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_134bc5b74460e9fcf178aa5e2d9bf0535eaf41598.jpg?width=750&format=jpg&optimize=medium)\\
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**The Vital Role of Handwriting in Literacy Instruction** \\
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Discover why handwriting remains a critical component of literacy instruction in today’s digital classrooms. Learn how writing by hand enhances memory, reading fluency, and cognitive development, and explore practical strategies for integrating handwriting into daily learning routines.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/handwriting)

[![Complementing and Supplementing Your Core Literacy Curriculum](https://www.learninga-z.com/site/resources/breakroom-blog/media_1aca1c3b90ce0e48d1c1fc2cb054510531835015e.jpg?width=750&format=jpg&optimize=medium)\\
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**Complementing and Supplementing Your Core Literacy Curriculum** \\
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Since no core program has everything students require, teachers need to complement or supplement their literacy instruction. Often, people use the terms supplement and complement interchangeably, but there are slight differences that can help teachers determine the best approach for helping students learn.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/supplementing-complementing)

[![Tips for Leveraging the Power of Graphic Organizers in Your  Classroom | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_14c66b856433deecc9c12374f13d4fe8d11206537.jpg?width=750&format=jpg&optimize=medium)\\
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**Tips for Leveraging the Power of Graphic Organizers in Your Classroom** \\
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As a reading tool, graphic organizers serve as scaffolds, or temporary supports, that foster equitable literacy practices in the classroom. In other words, they make complex text accessible to all readers when needed. Learn how to leverage graphic organizers in the classroom with tips for improving their effectiveness in reading instruction.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/graphic-organizers)

[![The Importance of Frontloading in the Classroom](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f7690bf1c99e1f544004fd8b66a634bb13a533a3.png?width=750&format=png&optimize=medium)\\
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**The Importance of Frontloading in the Classroom** \\
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In education, frontloading refers to the work teachers do to prepare students to succeed at academic tasks. When it comes to reading, frontloading is specifically focused on addressing any knowledge demands that a text presents. Learn more about frontloading and ways to get all students to an equitable entry point before tackling any text.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/reading-frontloading)

[![Learning Thrives on Joy—Here’s Why It Matters | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f0d6434c8dce4e6845e3a490cdff7141cb0840eb.jpg?width=750&format=jpg&optimize=medium)\\
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**Learning Thrives on Joy—Here’s Why It Matters** \\
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In this final article in a four-part series, Learning A-Z president, Aaron Ingold, discusses how joy isn’t a distraction from learning. It’s what makes learning possible and keeps students engaged and willing to take risks. It’s what keeps teachers inspired to come back day after day.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series-part-4)

[![From Research to Results: Why Action Matters More Than Ever | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1c45ae491df3ddf9721f20d13535f0263798db770.jpg?width=750&format=jpg&optimize=medium)\\
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**From Research to Results: Why Action Matters More Than Ever** \\
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In this third article in a four-part series, Learning A-Z president, Aaron Ingold, discusses how education research is only valuable if we act on it. We have to treat research as a living body of evidence and commit to evolving with it.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series-part-3)

[![Practical Is Powerful — Because Teaching Shouldn’t Need a Manual](https://www.learninga-z.com/site/resources/breakroom-blog/media_17213c516c371ff356eba8866fd7ac63a047673ea.jpg?width=750&format=jpg&optimize=medium)\\
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**Practical Is Powerful — Because Teaching Shouldn’t Need a Manual** \\
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In this second article in a four-part series, Learning A-Z president, Aaron Ingold, discusses how what teachers need most are practical tools that just work, both for teachers and for student outcomes.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series-part-2)

[![Teachers Are Powerful—And They Belong at the Center of Learning](https://www.learninga-z.com/site/resources/breakroom-blog/media_1045ea5b2b32ca88838201c9ff27916697d9a875d.jpg?width=750&format=jpg&optimize=medium)\\
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**Teachers Are Powerful—And They Belong at the Center of Learning**\\
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“At a time when the education landscape is shifting rapidly, we want to be unmistakably clear about our purpose: We help teachers shine so students can grow.” Learning A-Z president, Aaron Ingold, discusses how our learning solutions have evolved with the research, but are always keep educators front and center.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/shine-grow-series)

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## Download Library Resources
# **Download Library (by type)**

We offer a wide array of teacher and student resources designed to enhance learning and expand literacy. Get instant access to our library of one sheets, company brochures, and more.

Explore research and efficacy papers and case studies on our award-winning products in the [Research Library](https://www.learninga-z.com/site/resources/research-and-efficacy "Research Library")!

**By Type** \| **[By Product](https://www.learninga-z.com/site/resources/download-library-by-product "By Product")**

Need to see how these are authored on their current system? Some PDFs are also on pages, but not all.

Block needed – card style.

a 2-column list of links which should have an image, title, and link.

- The link wraps around the image/title/button and is separated by a horizontal line.
- The image has a white svg icon overlay and is rounded.
- The link opens in a new tab. Need to put something in scripts so any link to a PDF opens in a new tab.

Example:

Under “One Sheets”,

![](https://www.learninga-z.com/site/resources/media_1899760bdae65f4aa5a1922c32d94bd375b15b752.png?width=750&format=png&optimize=medium)

Is linked to the PDF directly, but same PDF also is on this page:

[https://www.learninga-z.com/site/resources/breakroom-blog/vocabulary-practice-infographic](https://www.learninga-z.com/site/resources/breakroom-blog/vocabulary-practice-infographic "https://www.learninga-z.com/site/resources/breakroom-blog/vocabulary-practice-infographic")

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Learning A-Z Research
# Research and Efficacy

Explore research and efficacy papers and case studies on our award-winning solutions. Find out more in our research library!

![](https://www.learninga-z.com/site/resources/media_142c0024d17d5274e4a6078d8096fc3d46105ea58.png?width=750&format=png&optimize=medium)

## Browse and Download Learning A-Z Research

Learning A-Z solutions blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our solutions are based on research and backed by efficacy studies. Find out more! Browse our Research library.

``

- [Raz-kids](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids "Raz-kids")
- [Raz-plus](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus "Raz-plus")
- [Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/foundationsa-z "Foundations A-Z")
- [Vocabulary A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/vocabularya-z "Vocabulary A-Z")
- [Science A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/sciencea-z "Science A-Z")
- [Writing A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z "Writing A-Z")
- [Raz-Plus ELL](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-plus-ell "Raz-Plus ELL")

``

- [View all solutions](https://www.learninga-z.com/site/resources/research-and-efficacy "View all solutions")

## ESSA — Proven Results

* * *

[![McREL Study Examines Effects of Raz-Plus on Reading Achievement](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f249a44da648505d2afb14409b5ba824a9ceb178.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Strong\\
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**McREL Study Examines Effects of Raz-Plus on Reading Achievement** \\
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Read about McREL International's rigorous study of the effects of Raz-Plus on reading skills and motivation to read.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/mcrel-study-razplus)

[![Raz-Plus and Reading Achievement in Students in Grades 3–5](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1931018561f3130ffd996b372aaf7f1431a9e9e86.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Moderate\\
\\
**Raz-Plus and Reading Achievement in Students in Grades 3–5** \\
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This independent study in a large urban school district compared reading abilities in two student groups: one with Raz-Plus, one without.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-milwaukee-study)

[![Tutoring Programs and Reading Achievement in Second-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_13a43bf111ca19348d62cd88441d950f0c8cd3fcc.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Moderate\\
\\
**Tutoring Programs and Reading Achievement in Second-Grade Students** \\
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Read about second-grade students in rural schools who used Raz-Plus as part of their tutoring in this study.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/tutoring-reading-study)

[![Foundations A-Z Meets the Criteria for ESSA Level IV Evidence](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1be38d3cb021ee021766a0f091c56b6ef1a5c4861.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Effective\\
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**Foundations A-Z Meets the Criteria for ESSA Level IV Evidence** \\
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LXD Research, an independent research firm, found, through interviews with product designers and evaluation of their research-informed activities, that Foundations A-Z demonstrates a rationale to be effective.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-a-z-meets-criteria-for-essa-level-iv-evidence)

[![Writing A-Z Meets the Criteria for ESSA Level IV Evidence](https://www.learninga-z.com/site/resources/research-and-efficacy/media_141cea631b5bbdda81d9e3705fdd8860f27faeb71.jpeg?width=750&format=jpeg&optimize=medium)_Flag_ \\
Effective\\
\\
**Writing A-Z Meets the Criteria for ESSA Level IV Evidence** \\
\\
LXD Research, an independent research firm, found, through interviews with product designers and evaluation of their research-informed activities, that Writing A-Z demonstrates a rationale to be effective.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/writing-az-meets-criteria-for-essa-level-iv-evidence)

## Case Studies

* * *

[![Idaho School Boosts LiteracyGrowth With Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_17ada7049bcb2c0bb0082c822ae88ba44907a77ee.jpg?width=750&format=jpg&optimize=medium)\\
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**Idaho School Boosts LiteracyGrowth With Foundations A-Z** \\
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This study explores how Foundations A-Z accelerated literacy scores for Wilder Elementary School in Wilder, Idaho.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/idaho-school-boosts-literacy)

[![Texas District Elevates ReadingInstruction With Foundations A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1fa91f27b91f3bccbd2644d42359b25608ac79cdd.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Texas District Elevates ReadingInstruction With Foundations A-Z** \\
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This study examines how a school used Foundations A-Z to meet their criteria for success.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/china-spring-isd)

[![Indian Creek Elementary School Raises Proficiency Scores](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1d129eca21dbbb8373907404e770a1a99b0cb27d9.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Indian Creek Elementary School Raises Proficiency Scores** \\
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This study examines how a school with 78% ELLs used Learning A-Z to improve performance and close achievement gaps.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/indian-creek-elementary)

[![Case Study: Addressing the “Summer Slide” With Raz-Kids &amp; Reading A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_183b6096b364a18798579b521cf57cf427eb841c8.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Case Study: Addressing the “Summer Slide” With Raz-Kids & Reading A-Z** \\
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This study asks whether at-risk students using Raz-Kids and Reading A-Z can overcome the “summer slide.”\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/summer-slide-readingaz-razkids)

[![Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan](https://www.learninga-z.com/site/resources/research-and-efficacy/media_18b0957c700d84284ecb3a7b89a1b8ff42a5ad31b.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Reading A-Z and Raz-Kids as Part of a District-Wide Literacy Plan** \\
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What happens when a large urban school district implements Reading A-Z and Raz-Kids for supplemental and intervention literacy instruction?\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/case-study-milwaukee-mps)

[![Raz-Plus and Early Reading Skills in Kindergarten Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1e98d7818d7172c5d7900fe35a4d0aa998029a47b.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Plus and Early Reading Skills in Kindergarten Students** \\
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By including students with low pre-literacy skills, this study informs the field of potential prevention for future reading difficulties.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-early-reading-kindergarten)

[![Raz-Kids and Developmental Reading in First-Grade Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_140c1b87191ede5a06c68599eb6070ae9f09d0035.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Raz-Kids and Developmental Reading in First-Grade Students** \\
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This case study examined how Raz-Kids impacted reading scores in first-grade students from economically disadvantaged families.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-developmental-reading)

[![Reading A-Z and Literacy Skills in Title I School With ELL Majority](https://www.learninga-z.com/site/resources/research-and-efficacy/media_139b3f15cee87ae528cdb16a44a08ba98e38af413.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading A-Z and Literacy Skills in Title I School With ELL Majority** \\
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This case study addresses an implementation of Reading A-Z in a Title I school where two-thirds of students were English language learners.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/readingaz-literacy-title1)

[![Raz-Plus and Reading Proficiency in a Rural Elementary School](https://www.learninga-z.com/site/resources/research-and-efficacy/media_14987f2bebf7289765e476cf5fb41b9388201191e.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Raz-Plus and Reading Proficiency in a Rural Elementary School** \\
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Examining Raz-Plus effects on economically disadvantaged students, this study compared reading proficiency in cohorts four years apart.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-proficiency-rural-elementary)

## Research Base

* * *

[![Writing A-Z Research Guide | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1cf34320774f739779523eb8ee98b0d2d6d3e28e4.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Writing A-Z Research Guide** \\
\\
To be skilled writers, students need explicit instruction in foundational writing skills and strategies to communicate their ideas and understand a text. Writing A-Z provides explicit, evidence-based instruction and practice opportunities that enable students to develop strong foundational writing skills.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/writinga-z-research-guide)

[![Foundations A-Z Research Guide | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1056eee201e644078cfcf4fff9d8a4997d5478a52.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Foundations A-Z Research Guide** \\
\\
This guide highlights the research base and instructional design on which the Foundations A-Z literacy program was built, ensuring acquisition of foundational skills by students in Grades K-5.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-a-z-research-guide)

[![Teaching the Foundations: Best Practices for Emergent Readers](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11979ea9e72d15420536d09c34c12432ec887dfe3.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Teaching the Foundations: Best Practices for Emergent Readers** \\
\\
This white paper addresses research on foundational literacy areas, including key areas identified as critical for emergent readers.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/foundations-emergent-readers)

[![Reading to Learn: Going Beyond the Foundations](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1670504ad77d1baf34bbc140bd59347c738cbc37d.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Reading to Learn: Going Beyond the Foundations** \\
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To help students learn from complex informational text, the focus of instruction shifts toward comprehension and analysis of text.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/reading-to-learn-whitepaper)

[![Teaching Science: Scientific Literacy and Inquiry](https://www.learninga-z.com/site/resources/research-and-efficacy/media_162c9074228928491c2e0ca1296283272eead0e7e.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Teaching Science: Scientific Literacy and Inquiry** \\
\\
Scientific literacy requires learning fundamental scientific concepts and practices, terms that this white paper defines and explores.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/teaching-science-inquiry)

[![Vocabulary Instruction: White Paper by Dr. Timothy Rasinski](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11d6d6f6089f4d81e57e0a2c7b584704295b02394.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Vocabulary Instruction: White Paper by Dr. Timothy Rasinski** \\
\\
Dr. Rasinski recommends improvements to typical vocabulary teaching methods, with principles for effective, engaging vocabulary instruction.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/rasinski-vocabulary-instruction)

[![Effective Vocabulary Instruction White Paper](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1e350c68a958966df71eb4bdc6475cf45381a223d.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**Effective Vocabulary Instruction White Paper** \\
\\
Vocabulary acquisition is a key component of literacy. This white paper describes several attributes of effective vocabulary instruction.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/effective-vocabulary-instruction)

[![English Language Learning: Speaking, Listening, Reading in English](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1deb2a521a0cf8a7ba562db2f5038254ec9209d20.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**English Language Learning: Speaking, Listening, Reading in English** \\
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Raz-Plus ELL helps English language learners develop speaking, listening, reading, writing, and grammar skills in English.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/english-language-learning-english)

[![Exceptional Learners: RtI, Special Education, and Gifted Students](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1482f6ef5f34cb4ea9870880eba0e0821a015ad93.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Exceptional Learners: RtI, Special Education, and Gifted Students** \\
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Discussing research on giftedness, RtI, and special education, this paper also describes best practices for teaching exceptional students.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/exceptional-learners-whitepaper)

[![21st Century Skills: Preparing Students for Future Success](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1571070cee27ca700f21f51ebcefd56d871c794bd.jpeg?width=750&format=jpeg&optimize=medium)\\
\\
**21st Century Skills: Preparing Students for Future Success** \\
\\
Learning A-Z resources promote critical thinking and teamwork, also addressing the crucial 21st century skills described in this white paper.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/21st-century-skills-whitepaper)

## More Studies and Publications

* * *

[![Reading Motivation in English Language Learners Using Raz-Plus](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1daa2d9449856342c84f05d82224e4ba7b9e7132d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Reading Motivation in English Language Learners Using Raz-Plus** \\
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Find out whether Raz-Plus affected motivation to read in these fifth-grade students learning English.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razplus-reading-motivation-ell)

[![Raz-Kids and First Graders’ Reading Comprehension and Fluency](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1abc9e1d938b2bb92f7e381a759887bde3d16b3ea.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Raz-Kids and First Graders’ Reading Comprehension and Fluency** \\
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This experiment examined reading comprehension and reading fluency in students with learning disabilities who used Raz-Kids.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-comprehension-fluency)

[![Tutoring Led to Reading Growth in Elementary Students | Learning A-Z](https://www.learninga-z.com/site/resources/research-and-efficacy/media_11d7232ed351020569a2415761692b1b0380071b7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Tutoring Led to Reading Growth in Elementary Students** \\
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Elementary school students with learning disabilities in rural communities worked to improve reading fluency.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/reading-growth-elementary)

[![How Raz-Kids Impacts Third Graders’ Reading Comprehension](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1763b16a1135a886dd5ee10f48fbac78bae46d022.jpeg?width=750&format=jpeg&optimize=medium)\\
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**How Raz-Kids Impacts Third Graders’ Reading Comprehension** \\
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Do students using Raz-Kids show increased reading comprehension and higher motivation to read? Find out in this master's thesis!\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/raz-kids-impact-reading)

[![Raz-Kids and Reading Accuracy in Second Graders](https://www.learninga-z.com/site/resources/research-and-efficacy/media_1f695b56f832da474e3454e1ad5ad8a020c61fca2.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Raz-Kids and Reading Accuracy in Second Graders** \\
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Second-grade students used Raz-Kids for independent reading practice in this study.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/research-and-efficacy/razkids-reading-accuracy-study)

## Troy Hickerson Profile
# Troy Hickerson

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Cofounder, UNICEF Kid Power

Troy Hickerson has a background in technology startups, which later intersected with a passion to help end severe malnutrition in children. In 2011, he helped launch MANA Nutrition, which manufactures Ready to Use Therapeutic Food (RUTF). Then in 2013, Troy co-founded both Active for Good and UNICEF Kid Power.

## Related Articles

[![Motivating Students Through a Sense of Purpose | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1a63cc7e722ab93d74a3eec3673b73935000442ac.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Motivating Students Through a Sense of Purpose** \\
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Partnering with UNICEF Kid Power, Learning A-Z is helping students give back to children who need lifesaving support in our communities.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/unicef-kidpower-giveback)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Taylor Papotto
# Taylor Papotto

![Taylor Papotto](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1efc8e95186d2c011c8dcbf14590b726f29a2f92f.png?width=750&format=png&optimize=medium)

First Grade Teacher

Taylor is entering her sixth year teaching first grade in Westford, Massachusetts. She holds a master’s degree in literacy, so naturally, teaching reading and writing is her passion! Taylor’s favorite part about being a teacher is connecting with students and watching their eyes light up when they have success in the classroom.

## Related Articles

[![Inspiring Curiosity: A Comprehensive Effort | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_171823b0d00778b77af63be6a9e189b5cb5bf7034.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Inspiring Curiosity: A Comprehensive Effort** \\
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Taylor Papotto, a first-grade teacher, provides strategies to inspire curiosity and foster a growth-oriented mindset in the classroom. Learn more.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/inspiring-curiority-taylor-papotto)

## Literacy Coach Insights
# Hannah Irion-Frake

![Hannah Irion-Frake](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_159c5479030537945d3c0c87ea8fd71ebfb85f347.jpeg?width=750&format=jpeg&optimize=medium)

Teacher

Hannah Irion-Frake is a literacy coach with over 16 years of classroom teaching experience. She is a graduate of Bucknell University, Bloomsburg University, and the University of Massachusetts Lowell with Master's degrees in both Reading and Curriculum & Instruction. Hannah is the Local LETRS Facilitator for her school district and is committed to spreading awareness about the Science of Reading. She shares on social media as @readingwithmrsif. Hannah lives in central Pennsylvania with her husband, who is also a teacher, and their three sons.

## Related Articles

[![Teacher Take on Writing A-Z: Well-Rounded and Flexible | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_160a2c95c38b130beff5091f2ec4d38628dc71d37.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Teacher Take on Writing A-Z: Well-Rounded and Flexible** \\
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An educator’s review of Writing A-Z®, a writing curriculum from Learning A-Z® for K–5.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/teacher-take-irion-frake-writinga-z)

[![Teacher Take on Foundations A-Z: Quality Content | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_162a6d970e9207ada2932419d69b4969e9bdb7e63.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Teacher Take on Foundations A-Z: Quality Content** \\
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An educator’s review of Foundations A-Z®, a digital foundational literacy skills curriculum from Learning A-Z® for grades K–5.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/teacher-take-irion-frake-foundationsa-z)

## Marissa Basch's Insights
# Marissa Basch

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Executive Editor

## Related Articles

[![Unlocking the Secrets to Effective Biliteracy Instruction](https://www.learninga-z.com/site/resources/breakroom-blog/media_17afb050fc9b8061d23a78c816770eeb3b7bf4bc7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Unlocking the Secrets to Effective Biliteracy Instruction** \\
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Engaging in literacy instruction varies widely from English to Spanish. Learn more about how to maximize learning gains in your bilingual classroom.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/unlocking-the-secrets-to-teaching-biliteracy)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Bex Mui, M. Ed
# Bex Mui, M. Ed

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

LGBTQ+ and Equity Organizer and Consultant

Committed to the work of LGBTQ+ affirmation at the intersection of education and equity, Bex Mui has studied, worked, and advocated for LGBTQ+ inclusion in the K-12 education system for the past 18 years. She holds a master’s in education with a specialization in literacy from Bank Street College. Bex worked for ten years as an elementary classroom teacher, Equity and Inclusion Director, and LGBTQ+ coordinator.

## Related Articles

[![Celebrate National AAPI Heritage Month | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_188e555e04c9bd435dfdf590bd2172933e6cec735.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Celebrate National AAPI Heritage Month** \\
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May is National Asian American and Pacific Islander (AAPI) Heritage Month. Take the chance to celebrate AAPI history and culture in your classroom!\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/aapi-heritage-month-2021)

## Julia Bailey's Insights
# Julia Bailey

![julia bailey](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c6b39ff508cf9b40529af6201545ada951b4e895.png?width=750&format=png&optimize=medium)

Senior Copywriter at Learning A-Z and Former Classroom Teacher

After getting her Master of Science degree in early childhood/elementary education and teaching mainly third grade, Julia switched career tracks and has been a copywriter, content writer, and editor for the past few years.

## Related Articles

[![Maximizing Independent Reading Practice in Elementary Literacy](https://www.learninga-z.com/site/resources/breakroom-blog/media_150379eaa4a46e5c47091e583c65f7e754f3b6cd9.jpg?width=750&format=jpg&optimize=medium)\\
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**Maximizing Independent Reading Practice in Elementary Literacy** \\
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This article explores how independent reading practice can transform elementary literacy instruction. Grounded in research and classroom experience, it highlights the benefits of student-led reading time—such as improved fluency, vocabulary, and comprehension—and offers practical strategies for aligning practice with core literacy programs. Educators will find actionable tips for designing developmentally appropriate tasks, overcoming common challenges, and fostering a joyful reading culture that empowers young learners to become confident, lifelong readers.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/independent-reading)

[![Adaptive Literacy Programs: The Pros and Cons | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_171d688ff4737db8eaadc4266b8edbdf661148d19.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Adaptive Literacy Programs: The Pros and Cons** \\
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Explore the pros and cons of adaptive digital literacy programs to save teachers time while supporting research-based instruction.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/pros-and-cons-adaptive-literacy-programs)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Alejandra Londono
# ​Alejandra Londono

![Alejandra-Londono-Headshot](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_18c991e6e00e503cabc2eee587e5836ab431f832f.png?width=750&format=png&optimize=medium)

Online Teacher

Alejandra Londono is an online teacher and business owner. She has been a teacher for 7 years, where she started her career teaching in the classroom as an elementary school teacher (she has a special love for teaching kindergarten!) before transitioning to online teaching. Currently, Alejandra teaches kindergarten classes online, tutors elementary students, and sells digital teacher resources. Alejandra works hard to make learning fun for each one of her students and truly has a passion for learning and education.

## Related Articles

[![Maintaining Motivation Throughout the Year | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1341b56cceb928b69d8e417b358a06d4ed544c3ee.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Maintaining Motivation Throughout the Year** \\
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Whether you’re teaching in-person or virtually, keeping students motivated and engaged is vital to their success! Teacher Alejandra Londono offers some tips.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/maintaining-motivation-alejandra-londono)

## Jennifer Kulick's Insights
# Jennifer Kulick

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

National Curriculum Consultant - Northeast

Learning A-Z

With more than 10 years of experience in the K-12 school system, Jenn has served as a teacher, coach, coordinator, principal, consultant, and supervisor of special education. She brings a wealth of knowledge and perspective, as well as a passion for helping school districts recognize their potential. Jenn is excited to share her experience using Learning A-Z products as an educator to help you meet the needs of your students.

## Related Articles

[![Using Raz-Plus to Engage All Learning Styles | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_13a24b02daded7bd7530a136f5cc203a71e920ec9.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Using Raz-Plus to Engage All Learning Styles** \\
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Learn how Raz-Plus effectively supports and engages students with special needs, from the perspective of a former special education teacher.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/support-special-education)

## Page Melcher
# Page Melcher

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Implementation Coordinator

Learning A-Z

Page Melcher has supported teachers at Learning A-Z for the past six years through her work as a Professional Development and Implementation Coordinator. Prior to joining the Learning A-Z family, she was a classroom teacher in Texas with experience supporting inclusion and English Language Learners.

## Related Articles

[![Using the File Cabinet in Raz-Plus and Reading A-Z | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_16d94d47f733deee09f37c746640a793d97c4402d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Using the File Cabinet in Raz-Plus and Reading A-Z** \\
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Learn how the File Cabinet in Raz-Plus and Reading A-Z makes it easy to organize resources for collaboration and curriculum support.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/using-file-cabinet-tips)

[![Intermediate Science Process Activities | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_130023ecef770783a46c24dae8f3ffd93c7857be9.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Intermediate Science Process Activities** \\
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Learn how to integrate resources to teach content, develop 21st century skills, and reinforce core learning goals, while engaging intermediate students in exciting ways.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/scienceaz-intermediate-classroom)

[![Supporting a Curriculum With the Raz-Plus File Cabinet | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_184832085930e353cd163de8ec35549f38ebf89fe.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Supporting a Curriculum With the Raz-Plus File Cabinet** \\
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Discover ways to use the Raz-Plus and Reading A-Z File Cabinet to support the unique curricular needs of your school or district.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/file-cabinet-curriculum-collaboration)

## Jennifer Pham's Insights
# Jennifer Pham

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

National Curriculum Consultant

## Related Articles

[![Understanding Teacher Bias - Impact of Unconscious Bias | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1172b5a8b1a696cbdb6ca4922cac541be946a9c7b.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Understanding Teacher Bias - Impact of Unconscious Bias** \\
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Has your classroom been negatively impacted by teacher bias? If so, you are not alone! Read on to learn more about how to combat it.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/understanding-teacher-bias)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Doug Tepper's Insights
# Doug Tepper

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

former Executive Editor – Science A-Z

Learning A-Z

Doug Tepper is the former Executive Editor of Science at Learning A-Z and a former classroom teacher.

## Related Articles

[![3D Science Instruction in a 3D World | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_152a033e0e00015ca8f58c0ee3fd67b79c35ad4c1.jpeg?width=750&format=jpeg&optimize=medium)\\
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**3D Science Instruction in a 3D World** \\
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Three-dimensional instruction develops student proficiency in three important aspects of science, and it’s increasingly popular for a reason.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/3d-science-instruction)

[![The Fourth Dimension of Science Education | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1b787a9959430067229de8a9fc7d81e61f180967d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**The Fourth Dimension of Science Education** \\
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Like a dream car without a driver, classrooms need a teacher: the essential fourth dimension of science education.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/4d-science-education)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Linda Gordon's Profile
# Linda Gordon

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Senior Manager, Professional Development - East

Learning A-Z

Bringing to her role a wealth of experience as a teacher, tech integrator, and facilitator of learning, Linda loves to increase the achievement and opportunities of all students by supporting their teachers with meaningful professional learning. By joining the Learning A-Z professional development team, Linda enjoys supporting her passion for making a positive difference in the lives of teachers and their students.

## Related Articles

[![Preparing Students for Their Futures with Project-Based Learning](https://www.learninga-z.com/site/resources/breakroom-blog/media_173b8cd4b048fbc7d82b26eb0df668564d13270e6.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Preparing Students for Their Futures with Project-Based Learning** \\
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Project-Based Learning helps students utilize 21st century skills as they work together to solve real-world problems.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/project-based-learning)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Linda Zuniga's Insights
# Linda Zuniga

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Professional Development

Learning A-Z

As a former teacher of 37 years, Linda credits much of her success to her motto: “If a child does not learn the way you teach, teach the way the child learns.” She believes that using successful teaching strategies is the key to developing a classroom where children feel successful, confident, and happy. Linda is excited to be educating other teachers about using Learning A-Z resources and tools to guide children down the same path.

## Related Articles

## Science Education Expert
# Ann Wallenmeyer

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Science Curriculum Facilitator

Springfield Public Schools

Ann Wallenmeyer has worked in the field of science education for 25 years, working with K–12 Science Curriculum for Springfield Public Schools since 2002. Ann received her Bachelor of Science Degree from Southwest Baptist University in Bolivar, Missouri and her Masters in Secondary Education with an emphasis in Biology from Missouri State University in Springfield, Missouri. Some of her current projects are revising 6–12 science curriculums to align with the new Science Missouri Learning Standards, implementing 3-Dimensional Learning in science classrooms, and integrating real-world science experiences.

## Related Articles

[![Incorporating Science Into Whole-School Project-Based Learning](https://www.learninga-z.com/site/resources/breakroom-blog/media_16b2e387e4b36a5d07d6bc39288044e6b9a91b8e6.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Incorporating Science Into Whole-School Project-Based Learning** \\
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Project-Based Learning is helping students learn to solve problems—and also to learn from their mistakes.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/incorporating-science-learning)

## Paula Barr's Teaching
# Paula Barr

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Second Grade Teacher, Quail Run Elementary, Lawrence, Kansas

Paula Barr teaches a second grade blended learning classroom. Personalizing each student's learning path and classroom experience is her passion. She brings enthusiasm for technology, innovation in teaching and learning, and a genuine love of second graders. More than 800 first or second graders have passed through her doors in the last 37 years. An accomplished presenter, she was the 2018 Lawrence Public Schools Master Teacher of the Year.

## Related Articles

[![Creating an Engaging Learning Environment, Science A-Z | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_13c9e5e233523b4348938be7971a6fc2396a7f017.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Creating an Engaging Learning Environment, Science A-Z** \\
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Learn how one educator uses Science A-Z to create an environment that makes learning unforgettable for her students.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/engaging-science-learning)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Heather Minsky Profile
# Heather Minsky

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Professional Development

Learning A-Z

As a skilled and devoted educator with more than 24 years of experience, Heather has demonstrated success as a classroom teacher, school administrator, and professional development specialist. She is dedicated to enriching the experiences of students and teachers by providing the knowledge and resources necessary to create an ideal learning environment that fosters academic achievement. Heather creates a welcoming and introspective atmosphere where teachers are encouraged to grow and learn.

## Related Articles

[![Close Reading for the Intermediate Learner: What, How, and Why?](https://www.learninga-z.com/site/resources/breakroom-blog/media_14f2c3a64699780800a6c7938683d7dd416a7181d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Close Reading for the Intermediate Learner: What, How, and Why?** \\
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Discover the benefits of using short, complex passages from Raz-Plus to help intermediate students hone close reading strategies.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/close-reading-intermediate)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Katie Forsell's Insights
# Katie Forsell

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Professional Development

Learning A-Z

As a former teacher, Katie knows that much of her students’ success stems from the professional learning opportunities she encountered in her years of teaching.

Now, as a senior manager of professional development at Learning A-Z, Katie uses her knowledge of education curricula and technology to provide teachers with meaningful, hands-on professional learning that leads them along that same path of success.

## Related Articles

[![Using Discourse for Purposeful Classroom Discussions | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f9df545a235d2d597eabf8d3411869d1263148b0.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Using Discourse for Purposeful Classroom Discussions** \\
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Learn how to use classroom discussion to engage students in their learning while building 21st century skills.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/purposeful-classroom-discourse)

[![Why Students Stop Asking “Why” | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1b1ba2ef3c3452a00c9c54675b66d5c350ea67fa7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Why Students Stop Asking “Why”** \\
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When we invest in our teachers, we invest in our students. Science and the curious questions it answers can become a lifelong fascination for students.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/students-asking-why)

## Beth Scott Profile
# Beth Scott

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Research Associate

Learning A-Z

Beth Scott is a research associate at Learning A-Z who initiates academic and community partnerships. As a lifelong educator, she spent close to 40 years in both K-12 and higher education. She holds an undergraduate degree in Secondary Education and French from the State University of NY at Buffalo, a Certificate of Advanced Study in Educational Administration from the State University College of NY at Brockport, and both a Master’s Degree in Linguistics and Doctorate of Education from the University of Rochester. She has served as an evaluator for the Charter School Institute of NY and the Arizona Department of Education Solutions Team, evaluating schools’ viability and level of success in educating the children in their charge. Her doctoral work focused on bridging the gap between K-12 and post-secondary education for students of low socioeconomic status.

## Related Articles

[![Early Literacy is Essential for Opportunity | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1cf401d114531a79e124a52862535a48aa8490056.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Early Literacy is Essential for Opportunity** \\
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With two-thirds of students reading below grade level, important work must be done to ensure widespread access to books and literacy opportunities.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/whyisearlyliteracyessential)

## Daniel Flowe
# Daniel Flowe

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Culturally Dynamic Content Advisory Group Member

As the father of a son born with spina bifida, Daniel is passionate about advocating for children with differing abilities. He’s active in the adaptive sports community and involved in the application of 3D scanning and additive manufacturing to create orthotics and prosthetics. Professionally, Daniel is a senior technology executive for a Black-founded and Black-led global data-as-a-service provider, where he’s heavily involved in expanding inclusive hiring practices. Daniel is an active member of the Learning A-Z Culturally Dynamic Content Advisory Group, where his personal and professional advocacy work helps drive diversity, equity, and inclusion in K-6 education.

## Related Articles

[![Meaningful Conversations Help All Students Feel Heard | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_15053a2f0ed0a216e5e7966da27df43f6fb4fc58b.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Meaningful Conversations Help All Students Feel Heard** \\
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Every student should be able to see themselves represented in the world. Here’s the story of one student whose father helped make that happen.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/meaningful-conversations-celebrate-differences)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Claudia Arroyave Koleia Bungard
# Claudia Arroyave Koleia Bungard

![Claudia Arroyave (Koleia Bungard)](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1f5f4b7a2a094c5003dcd58cfe6f145d2a562900d.jpeg?width=750&format=jpeg&optimize=medium)

Writer and Editor

Claudia Arroyave Koleia Bungard is a Colombian writer and editor. She was born in the Andes mountains and now resides in the Sonoran Desert, in the city of Tucson, Arizona, in the United States. She studied journalism at the Universidad de Antioquia and finished her master’s degree in Latin American Studies at the University of Arizona. She is the author of the books "Mientras Dios descansa" (Cuentos, Editorial Eafit, 2005), "El pueblo de las tres efes" (Crónicas, Hombre Nuevo Editores, 2008) and "La ruta del tren dormido" (Crónica de viaje, Sílaba Editores, 2020). She is an author and editor for the Authentic Spanish book collection for Learning A-Z.

## Related Articles

## Jennifer Nigh's Profile
# Jennifer Nigh

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Director, Professional Learning Services

Learning A-Z

As an experienced educator and literacy specialist, Jennifer believes in the expertise of the teacher and the power of literacy. In her role as Director, Professional Learning Services at Learning A-Z, Jennifer’s mission is to empower educators with the knowledge, resources and research that can help every student reach his or her fullest potential. Jennifer is currently earning her PhD in Curriculum Instruction and Literacy from Kent State University.

## Related Articles

[![Writing for the 21st Century Classroom | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1998cc3e58071b3a27c96473faa0a82e0009de51f.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Writing for the 21st Century Classroom** \\
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How can educators adopt instructional practices and create learning experiences to better prepare students for writing in today’s technology-driven world?\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/21st-century-writing)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Cheryl Widman Profile
# Cheryl Widman

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Special Education Instructor and Researcher

Cheryl Widman holds a PhD in Special Education from the University of Illinois at Chicago, where she teaches and conducts research. Inspired by her own experiences as a parent of an autistic college student, Cheryl hopes her research will improve outcomes for autistic students as they advance through college to careers. She has presented at national and international autism conferences and is a member of the Think College Affinity Credentials Committee, a group that focuses on the needs of college students with developmental disabilities.

## Related Articles

[![Autism Awareness Month Tips for Teachers | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1ffcd6c655d9d509bd8ec5281d2f0081edd7ec9ae.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Autism Awareness Month Tips for Teachers** \\
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Creating a more inclusive world starts in the classroom. Educate students about autism and ensure all students feel included and accepted.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/autism-awareness-month)

## Adriana Solis Lira
# Adriana Solis Lira

![Adriana Solis Lira](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_153dd576d5010fcb306355aac94df34e223dd0756.jpeg?width=750&format=jpeg&optimize=medium)

Author

Adriana Solis Lira is one of the authors of Raz-Plus Español.

## Related Articles

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Marsha Ganz - Educator
# Marsha Ganz M. Ed.

![](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_10f763b07f50020f6536757f80f2674803734f4f8.png?width=750&format=png&optimize=medium)

Senior Learning Designer

Before joining the Learning A-Z team in 2020, Marsha worked for VocabularySpellingCity and spent 23 years at Broward County Public Schools as a district writing coach, literacy specialist, elementary teacher, and writer and developer of online professional development courses.

## Related Articles

[![Metacognition in the Classroom: More Than Thinking About Thinking | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_15320bcf325cd63008dc493b14377bb547fd81af9.jpg?width=750&format=jpg&optimize=medium)\\
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**Metacognition in the Classroom: More Than Thinking About Thinking** \\
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Metacognition is often simplified as “thinking about thinking.” However, it is a complex process of monitoring and controlling one's thoughts to achieve a goal. Learn what metacognition is and is not, and how it helps students become more effective learners and readers.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/metacognition)

[![Fuel the Reciprocity Between Writing and Reading | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_14e1864e11a4d5bd535d3c7a86370bda9ae2a1432.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Fuel the Reciprocity Between Writing and Reading** \\
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A look at the reciprocity between reading and writing and how Writing A–Z® helps teachers integrate more explicit writing instruction into their classrooms.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/writing-reading-reciprocity)

[![Enhancing Homeschooling Efforts With Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_11a4b49d152250a829ae9bfe99e521f52e5bfb85f.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Enhancing Homeschooling Efforts With Learning A-Z** \\
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Are you feeling overwhelmed with homeschooling your children? Learning A-Z can help! Read on to explore the tools we have that can help.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/enhancing-homeschooling-efforts)

[![Writing A-Z Resources and Joan Sedita’s Writing Rope | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_18b392571d633dc76a744aac76c241091f2e208ee.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Writing A-Z Resources and Joan Sedita’s Writing Rope** \\
\\
Sedita’s Writing Rope is a fantastic metaphor for helping educators understand what it takes to be a skilled writer. Writing A-Z has resources to support each strand of The Writing Rope and each stage of the writing process.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/writing-a-z-writing-rope)

## Katie Baer Profile
# Katie Baer

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Senior Professional Development Manager - West

Katie is a tenured education professional with more than 20 years of experience as a classroom teacher, literacy coach, and curriculum/assessment coordinator. Katie understands that improving and assisting teacher effectiveness leads to student learning and academic growth. Katie is dedicated to providing effective professional learning experiences for all teachers.

## Related Articles

[![Strengthen the Home-to-School Connection with Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_19f75375a340cf4d86c3afbdc5e6abb7dbbed9583.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Strengthen the Home-to-School Connection with Learning A-Z** \\
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Parent participation is key to maintaining and improving the home-to-school connection, and includes actively reading at home and using Kids A-Z.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/home-school-connection)

## Iris Garner Profile
# Iris Garner

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

National Research Consultant

Learning A-Z

Dr. Iris Garner is a National Research Consultant at Learning A-Z. She has worked in many facets of education including assessment, elementary, leadership, policy, reading intervention, and research. Prior to joining the Learning A-Z team, she worked at the North Carolina Department of Public Instruction as a Policy Consultant and as the North Carolina Nation’s Report Card Representative. As a North Carolina Guardian ad Litem and Education Policy National Fellow, she continues to advocate for children and promote educational justice and student achievement.

## Related Articles

[![Building a Data-Rich Culture | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f0e3b1161e226a93fc55709391855c3beec2f2c7.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Building a Data-Rich Culture** \\
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A data-rich culture facilitates learning informing decisions about resources, teacher development, differentiated instruction, and more.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/building-data-rich-culture)

[![Data in Education | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_138e92a4e17e3b6b7382425be7fee6ee60357613d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Data in Education** \\
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Education data is like a machine that depends on inputs from parents, teachers, students, and districts in order to output things like progress, success, and achievement.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/data-in-education)

[![Using Data to Help Students Succeed | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1f9cccbc32d0d69f84dea24a87737add92a7f715c.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Using Data to Help Students Succeed** \\
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In today’s classrooms, the data story is paramount for helping students succeed. But how can educators ensure justice for all students?\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/the-data-story)

![](https://downloads.intercomcdn.com/i/o/x8m18b9a/732187/4d23d83a12466d4f2ba474f1c9ea/f2a42157056429b793a4c6c051de3c04.png)

## Tasha Fisher - Educator
# Tasha Fisher

![Tasha Fisher Headshot - Circle Cutout](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_16adec1e3edfdc1085113e4f61a15e5a2efa3313c.png?width=750&format=png&optimize=medium)

Special Education Teacher

Tasha Fisher is an award-winning, special education teacher in Chicago, Illinois who keeps community building, classroom equity, and honoring her students’ individual strengths and experiences at the core of her teaching.

Tasha is the recipient of a 2022 Cambium Learning Group Essential Educator Award for her commitment to forming and strengthening relationships with her students and their families, fostering an inclusive classroom, and instilling a growth mindset in all of her students. To Tasha, “there’s no failing. You can’t fail because it’s all part of the learning process.”

In addition to her career in the classroom, Tasha supports EdTech companies on special curriculum projects and has had a successful career as a restaurant owner, where she achieved her goal of bringing fresh, healthy food to her community.

## Related Articles

[![5 Steps to Establishing a Strong Classroom Community | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_135c33c52770ed93584e4cf1877268556ff551a4f.jpeg?width=750&format=jpeg&optimize=medium)\\
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**5 Steps to Establishing a Strong Classroom Community** \\
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Building relationships with students is vital to their success. Teacher Tasha Fisher outlines 5 key steps to establishing a strong classroom community.\\
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_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/establish-strong-classroom-community-tasha-fisher)

[![How to Help Students Become Growth-Oriented Thinkers | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1117daa412b4f9b807c36a967368fb5a2ac3d7fec.jpeg?width=750&format=jpeg&optimize=medium)\\
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**How to Help Students Become Growth-Oriented Thinkers** \\
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Teacher Tasha Fisher discusses how to form growth-oriented thinkers with positive reinforcement, goal-tracking, and an engaging curriculum.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/growth-oriented-thinkers-tasha-fisher)

[![How to Build a Classroom Where All Are Welcome | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_1a2be0445e3fece39c09723ea50c55e8491547ea9.jpeg?width=750&format=jpeg&optimize=medium)\\
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**How to Build a Classroom Where All Are Welcome** \\
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Special education teacher, Tasha Fisher, provides concrete steps for building an inclusive classroom and setting the tone for a successful school year.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/build-welcoming-classroom-tasha-fisher)

## Jeremy Thompson Profile
# Jeremy Thompson

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Instructional Coach

For 25 years, Jeremy Thompson has served school districts and charter schools across the state of Arizona, acting as a Principal, Assistant Superintendent of Curriculum and Instruction, Instructional Coach, Curriculum Specialist in Gifted Ed and Integrated Technology, and Coordinator of Educational Technology. He helps businesses and nonprofits bring their education ideas to market, and enjoys developing new approaches to 21st century learning environments.

## Related Articles

[![The CARES Act and You | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_170054ab30418b5d2de85a3b31e28a821ba8c420d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**The CARES Act and You** \\
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Recent legislation allows Local Education Agencies (LEAs) to use funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/cares-act-funding-webinar)

## Francisca Jordan Profile
# Francisca Jordan

![author placeholder](https://www.learninga-z.com/site/resources/breakroom-blog/authors/media_1c333a13b2eda0357fc68992316a5c2fd1cadd79d.png?width=750&format=png&optimize=medium)

Production Coordinator, Learning A-Z

Learning A-Z

A Graphic Designer for more than 20 years, Francisca Jordan has been a Learning A-Z employee for the past two, acting as the team’s Vello volunteer co-captain in 2019. Francisca has also volunteered as a Girl Scout Leader, PTO member, and classroom helper for her children’s school.

## Related Articles

[![Build Student Literacy as a Volunteer Tutor | Learning A-Z](https://www.learninga-z.com/site/resources/breakroom-blog/media_129b7713477ebe00a76329b66fa2f77a1d074460d.jpeg?width=750&format=jpeg&optimize=medium)\\
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**Build Student Literacy as a Volunteer Tutor** \\
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A volunteer reading tutor talks about what it was like to take half an hour from her work week to help a child build confidence and literacy skills.\\
\\
_![arrow](https://www.learninga-z.com/icons/solutions-right.svg)_](https://www.learninga-z.com/site/resources/breakroom-blog/volunteer-tutoring)

## Essential Raz-Plus Resources
# 10 Raz-Plus Resources You Should Be Using

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/10-raz-plus-resources.pdf "Download PDF")**

**[Browse Download Library](https://www.learninga-z.com/site/resources/download-library-by-type/ "Browse Download Library")**

## Raz-Plus Intermediate Resources
# 10 Raz-Plus Resources for Use With Intermediate Students

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/10-razplus-intermediateresources.pdf "Download PDF")**

**[Browse Download Library](https://www.learninga-z.com/site/resources/download-library-by-type/ "Browse Download Library")**

## Key Raz-Plus Features
# 10 Raz-Plus Features You Should Be Using

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/10-raz-plus-features.pdf "Download PDF")**

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## 5 Billion Activities
# Students Complete More Than 5 Billion Learning A-Z Digital and Mobile Activities

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/5-billion-activities.pdf "Download PDF")**

**[Browse Download Library](https://www.learninga-z.com/site/resources/download-library-by-type/ "Browse Download Library")**

## EDDIE Awards 2018
# Cambium Learning Group Wins an Impressive 14 EDDIE Awards for 2018

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## Raz-Plus Strong Evidence
# Raz-Plus ESSA Strong Evidence One Sheet

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/razplus-essa-strong-evidence.pdf "Download PDF")**

**Download Type:** One Sheets

**Download Applies to:** [Raz-Plus](https://www.learninga-z.com/site/products/raz-plus/overview "Raz-Plus")

Raz-Plus Meets ESSA’s Highest Standard: Strong Evidence

### What Does Raz-Plus Provide?

[Raz-Plus](https://www.learninga-z.com/site/products/raz-plus/overview "Raz-Plus") delivers a combination of teacher-led instruction, independent practice, formative assessment, and detailed reporting to help improve the literacy skills of every student, at every level. With more than 50,000 resources available in printable, projectable, online, and mobile formats, Raz-Plus strengthens the connection between what is being taught and what students are practicing.

### Evidence of Effectiveness for Raz-Plus

Raz-Plus demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes, based on at least one well-designed and well-implemented experimental study.

The following study meets ESSA’s standards for strong evidence:

- This study employed a randomized control trial design across multiple sites.
- The study results show that the treatment had a positive and statistically significant impact on relevant outcomes.

### Evidence Summary

The study by Ho and Smrekar included 662 students from 39 classrooms in grades K-5 in rural elementary schools that serve predominantly low-income, minority student populations. The 21 teachers randomly assigned to the treatment group used Raz-Plus with their students an average 60-90 minutes per week, in three to five sessions, during a 13-week implementation.

At the end of the study, students in the treatment group (using Raz-Plus) had higher average reading achievement scores than students in the control group, as measured by the STAR Reading and STAR Early Literacy assessments. Students in the treatment group also reported higher interest in both academic and recreational reading than students in the control group at the end of the study.

### Effects on Reading Achievement

The STAR assessment was used for both pre- and post-assessments of student reading skills. The mean difference between groups was statistically significant (p < 0.05) with a small effect size (ES = 0.14).

### Effects on Attitude Toward Reading

The Elementary Reading Attitude Survey (ERAS) was used for both pre- and post-assessments of student interest in academic and recreational reading. The ERAS was only administered to students between grades three and five.

The mean differences in student interest were statistically significant with a large effect size (p < 0.05, ES = 0.63 for academic reading, and p < 0.05, ES = 0.57 for recreational reading).

Ho, H., & Smrekar, M. (under review). Implementation and efficacy study of a blended learning literacy program for students from kindergarten to fifth grade. Educational Technology Research and Development. Article reports research by McREL International.

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Page 1

ESSA EVIDENCE

Raz-Plus Meets ESSA’s Highest Standard:

Strong Evidence

What Does Raz-Plus Provide?

Raz-Plusdelivers a combination of teacher-led instruction, independent practice, formative assessment, and detailedreporting to help improve the literacy skills of every student, at every level. With more than 50,000 resources available inprintable, projectable, online, and mobile formats, Raz-Plus strengthens the connection between what is being taught andwhat students are practicing.

Evidence of Effectiveness for Raz-Plus

StrongEvidence

Raz-Plusdemonstrates a statistically significant effect onimproving student outcomes or other relevant outcomes,based on at least one well-designed and well-implementedexperimental study.

Moderate Evidence

Promising Evidence

Demonstrates a Rationale

The following study meets ESSA’s standards forstrong evidence:

- This study employed a randomized control trial design across multiple sites.
- The study results show that the treatment had a positive and statisticallysignificant impact on relevant outcomes.

Ho, H., & Smrekar, M. (under review). Implementation and efficacy study of ablended learning literacy program for students from kindergarten to fifth grade.Educational Technology Research and Development.Article reports research by McREL International.

Learn more atRaz-Plus.comor866.889.3731

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Page 2

Research Evidence and Results

Evidence Summary

The study by Ho and Smrekar included 662 students from 39 classrooms in grades K-5 in rural elementary schools that servepredominantly low-income, minority student populations. The 21 teachers randomly assigned to the treatment group usedRaz-Plus with their students an average 60-90 minutes per week, in three to five sessions, during a 13-week implementation.

At the end of the study, students in the treatment group (using Raz-Plus) had higher average reading achievement scoresthan students in the control group, as measured by the STAR Reading and STAR Early Literacy assessments. Students in thetreatment group also reported higher interest in both academic and recreational reading than students in the control groupat the end of the study.

Effects on Reading Achievement

The STAR assessment was used for both pre- andpost-assessments of student reading skills. The meandifference between groups was statistically significant(p < 0.05) with a small effect size (ES = 0.14).

NOTE. Means reported in the figure were the adjusted meansaccounting for the covariates and the clustering effect.

Effects on Attitude Toward Reading

The Elementary Reading Attitude Survey (ERAS) wasused for both pre- and post-assessments of studentinterest in academic and recreational reading. TheERAS was only administered to students betweengrades three and five.

The mean differences in student interest werestatistically significant with a large effect size(p < 0.05, ES = 0.63 for academic reading, andp < 0.05, ES = 0.57 for recreational reading).

NOTE. Means reported in the figure were the adjusted meansaccounting for the covariates and the clustering effect.

Ho, H., & Smrekar, M. (under review). Implementation and efficacy study of a blended learning literacy program for studentsfrom kindergarten to fifth grade.Educational Technology Research and Development.

Learn more atRaz-Plus.comor866.889.3731

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## Raz-Plus Resource
# Learning A-Z Releases Premier Blended Learning Resource: Raz-Plus

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## Raz-Plus Overview
# Raz-Plus Product Sheet

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## Raz-Plus Spanish Resources
# 10 Raz-Plus Spanish Resources You Should Be Using

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## Foundational Reading Resources
# Raz-Plus Foundational Skills One Sheet

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## K-12 Literacy Resources
**K-6 Literacy Essentials for Every Science of Reading Classroom**

**7-12**

**HOURS**

**PER WEEK**

Teachers spend 7-12 hours per week **searching for and creating materials** to support their instruction.

_2023 EdReports Data_

**25% OF**

**TEACHER**

**PROGRAMS**

Only 25% of teacher preparation programs **cover all the core elements of science-based reading instruction**: phonics, phonemic awareness, fluency, comprehension, and vocabulary.

_National Council on Teacher Quality_

**2**

**Equip Teachers With Essential Resources for All Students**

Classrooms are made up of students with unique learning needs. **Effectiveness of**

It’s important for teachers to be able to access a diverse collection of resources to support them all.

**Learning A-Z’s** **_Raz Plus_** **in Milwaukee**

Results

**(1) Do students in classes of teachers who actively use** **_Raz-Plus_** **perform better on the STAR test than**

**More Essentials to Support Standards**

**Public Schools**

**and the Science of Reading** _October 2019_

**comparable students whose teachers did not use** **_Raz Plus_?**

_Students in classes of teachers who actively used Raz-Plus_

Raz-Plus offers a rich collection of resources and assessments for small group

_performed better on the STAR test than comparison_

instruction, reteaching sessions, learning stations, and independent practice to

_students in classes where teachers did not use Raz-Plus._

improve literacy outcomes and boost student confidence in class and at home:

_Learning A-Z_ contracted with Empirical Education to study the effectiveness of _Raz-Plus_ in

We find that reading scores for students in classes of teachers who actively used _Raz-Plus_ are better than for

• Texts at varying complexity levels that build background knowledge

Milwaukee Public Schools during the 2016-17 school year. _Raz-Plus_ is a literacy program that

comparison students. The result corresponds to a 3-

• Content area resources for subjects like science and social studies

includes leveled books, skills practice, and digital

percentile point gain on the STAR test, adjusting for differences in student demographics and pretest between

• Foundational skills materials, including decodables

activities and assessments.

• Early reader books

This study focused on 3rd, 4th, and 5th grade Figure 2 shows the mean differences on student interest in academic reading (i.e., 0.43 points

students and examined the impact of _Raz-Plus_

_Raz-Plus_ and comparison students.

As shown in Figure 1 (and Table 2), the effect size of the

• High-frequency words books and practice passages

difference, _p_ < 0.05) and recreationalreading (i.e., 0.37 points difference, _p_ < 0.047). The effectsize usage on student performance, as measured by

was large on student interest in academic reading (ES = 0.63) and student interest in recreational reading (ES = 0.57).

the STAR Reading (STAR) assessment. We **Figure 2. Student reading attitude, mean differences between treatment and control** investigated the following questions.

**condition (post test)**

(1) Do students in classes of teachers who

p < 0.05, ES = 0.63 p < 0.05, ES = 0.57

overall impact of _Raz-Plus_ on the standardized STAR score is 0.083, and we have strong confidence in this result ( _p_ < .01).

actively use _Raz-Plus_ perform better on the 3.00
![](https://www.learninga-z.com/user_area/content_media/raw/media_1a55042db78ff005d84078a6d6222c938c0005ba9.png?width=750&format=png&optimize=medium)

STAR test than comparable students in

**2.76** **2.67**

2.50

classes whose teachers did not use _Raz_

**2.33** **2.30**

2.00

_Plus?_

1.50

(2) Is the impact of _Raz-Plus_ different for

1.00

students with different characteristics?

0.50

(3) Are differences in _Raz-Plus_ usage associated 0.00

with differences in student performance?

Interest in Academic Reading Interest in Recreational Reading Control Treatment

_Means presented are adjusted, accounting for the covariates including pre-test data._

Students who use Raz-Plus show **increased interest in reading**.

_Efficacy Study of Raz-Plus That Meets_

_ESSA’s Highest Standard: Strong Evidence_

Efficacy Study of Raz-Plus, a Blended Learning Platform for K-5 Reading 4

Students in classes that actively

use Raz-Plus **perform better on**

**the STAR test**.

_Efficacy Study of Raz-Plus by Empirical Education, Inc._ **3**

**A Trusted Supplemental Reading Solution**

For over 20 years, we’ve ensured educators have access to high-quality materials that reflect current research and instructional best practices.

**More Essentials to Enhance Your Core Literacy Curriculum**

Raz-Plus helps teachers grow the reading potential of all students, regardless of language or skill level. With our comprehensive resource library, you can support Science of Reading-aligned, teacher-led instruction, small group work, and independent practice.

**Whole Class Instruction Independent** **Reading** **Small Group Instruction**

![](https://www.learninga-z.com/user_area/content_media/raw/media_18bd035f4b0de7fe6ee7025f64224c5aaefebed80.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_18ef3a79638b14c39fb426ccbeeab618656154bf0.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_18bd035f4b0de7fe6ee7025f64224c5aaefebed80.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_18ef3a79638b14c39fb426ccbeeab618656154bf0.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_18bd035f4b0de7fe6ee7025f64224c5aaefebed80.png?width=750&format=png&optimize=medium)

**Over**![](https://www.learninga-z.com/user_area/content_media/raw/media_18ef3a79638b14c39fb426ccbeeab618656154bf0.png?width=750&format=png&optimize=medium)

**20Years**

![](https://www.learninga-z.com/user_area/content_media/raw/media_1e0cc2b035d23b24933f4f2af6880b6f37609d770.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_1e0cc2b035d23b24933f4f2af6880b6f37609d770.png?width=750&format=png&optimize=medium)

![](https://www.learninga-z.com/user_area/content_media/raw/media_19fe3b82b49296af8c7bedf81775cc0218c5dd75b.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_19fe3b82b49296af8c7bedf81775cc0218c5dd75b.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_1c11fb8d2ad05eb9790484014ceb982f98205f944.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_1c11fb8d2ad05eb9790484014ceb982f98205f944.png?width=750&format=png&optimize=medium)

![](https://www.learninga-z.com/user_area/content_media/raw/media_19fe3b82b49296af8c7bedf81775cc0218c5dd75b.png?width=750&format=png&optimize=medium)![](https://www.learninga-z.com/user_area/content_media/raw/media_19fe3b82b49296af8c7bedf81775cc0218c5dd75b.png?width=750&format=png&optimize=medium)

**Educators can easily print, project, and assign** **resources for the whole class, small groups, or individual students.**

**Raz-Plus aligns with a variety of** ~~**s**~~ **ta** ~~**n**~~ **dards, core curricula, and assessments, including:**

**Standards**

• U.S. State Standards

• Common Core Standards • International Standards • Language and Proficiency Standards

**Core Curricula**

• Amplify

• Benchmark

• Harcourt

• Houghton Mifflin Harcourt • Macmillan McGraw-Hill • McGraw-Hill

• ReadyGen

• SAP Sounds First

• Scott Foresman

**Assessments**

• EL Education

• EngageNY

• International Baccalaureate Primary Years Programme • i-Ready Assessment

• NWEA

• Renaissance STAR

Assessment

**4**

**Essential Resources that Grow Skills, Confident Readers** Raz-Plus ensures teachers can access supplemental resources for each strand in the Reading Rope.

**Decoding** Phonics Lessons and

Passage Packs Sound/Symbol Books Alphabet Books

Decodable Texts

Decodable

and Chants

**Word**

**Phonological**

**Awareness**

**Recognition**

**Recognition** Fluency Passages Reader’s Theater Scripts **Sight**

**Vocabulary**

Text Sets High/Low Text Sets

Project-Based Learning Packs

Graphic Books

High/Low

Graphic Books

Shared

Reading Books

ELL Vocabulary Book Series (Tier 1)\*

**Skilled Reading**

ELL

Picture Packs\* ELL Comic Conversations\* Digital Vocabulary

Vocabulary Power Packs\*

ELL Content

Game-Based Activities\*\*

**Background**

**Knowledge** Project-Based

Learning Packs Close Reading Packs Theme and News Packs

Summer School Theme Packs

Paired Texts

Graphic Books (with related nonfiction texts)

Close Read Passages

Literacy Curriculum Map Units

**Language**

**Structures** Daily Language Practice

**Literacy**

Grammar and Word Work Centers

Idiom Books

ELL Grammar Resources\*

**Knowledge** Shared Reading Books All Books & Passages

Graphic Books

High/Low Graphic Books

\*From Raz-Plus ELL Edition \*\*From Vocabulary A-Z

**Language**

**Comprehension**

Modified from Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy. New York, NY: Guilford Press

**5**

**Resources That Support**

**the Science of Reading**

Our collection of resources provides invaluable solutions for educators as they work to implement the Science of Reading by focusing on all literacy skill areas.

**Phonics**

Teach effective phonics using explicit,

systematic instruction and practice.

• Decodables

• Read-Aloud Books

• Sound/Symbol Books

• and more

**Lessons increase in complexity within each**

**grade and across grades to ensure mastery.**

**Phonemic Awareness**

Help students sound out and read new words to understand how the sounds in each word work.

• Letters/Numbers

• Flash Cards

• Learning Centers

• and more

**Using these**

**workmats,**

**students can**

**move a counter**

**into each box as**

**they segment**

**the sounds they**

**hear in a given**

**word.**

**Fluency**

Motivate students and help them build oral fluency, accuracy, and expression with engaging passages and scripts to read aloud.

• Practice Passages

• Poetry, Rhymes, and Songs • Reader’s Theater Scripts

• and more

**Using these**

**passages,**

**students work**

**on increasing**

**their reading**

**rate, improving**

**accuracy, proper**

**expression, and**

**smoothness.**

**6**

**Comprehension**

Guide students to read with purpose and understanding as they build background knowledge, make connections, organize their thinking, and discuss texts effectively.

• Close Reading Packs and Close Read Passages

• Learning A-Z Book Collections

• Shared Reading

• and more

**Shared Reading**

**books let**

**teachers model**

**reading skills**

**and strategies**

**for fluency,**

**expression, and**

**close reading**

**with engaging**

**texts and fun**

**characters.**

**Each title includes a teacher book**

**with prompts, a student book, and**

**resources that support instruction.**

**Vocabulary**

Fine-tune your students’ higher

level thinking skills using vocabulary

strategies to discern the meaning of

new words.

• Vocabulary and Idiom Books

• Word Sorts

• and more

**Enjoy a collection of more than 60 Word**

**Sorts that cover letters, sounds, content**

**area topics, and open sorts.**

**7**

**Student Motivation**

Students have 24/7 access to a personalized Reading Room, digital assignments, and built-in incentives and rewards that motivate them to practice reading any time from anywhere.

**Active Reading Tools**

Students can record themselves reading to build fluency and annotate as they read.

**8**

**Digital Library of Texts**

Expose students to new genres, concepts, and vocabulary with access to over 3,000 books and texts that target students’ interests and needs.

Level Up! offers students a collection of books and e-quizzes that when completed, automatically advance them to higher reading proficiency levels. Once you’ve set your students’ independent reading levels on your roster, they can access reading in this section.

**9**

**Strategic Assessments**

Raz-Plus provides an array of printable and digital assessment tools to help you pinpoint learning opportunities and make data-driven decisions for each student.

• Benchmark Books and Passages with Running Records

• Foundational skill assessments

• eQuizzes

**Our easy-to-use tools measure key reading behaviors and the mastery of foundational skills such as phonological awareness, phonics, high-frequency words, fluency, and comprehension.**

**Detailed Reporting**

Raz-Plus tracks student activity and learning progress to help teachers provide their students with the support they need.

• Skills and standards reports • Assignment reports

• Level progress reports

• Classroom activity usage reports

**Understand your students’ learning needs and find resources to differentiate your instruction with Raz-Plus.**

**A Parent Portal is available for parents and caregivers to view this information and send their child messages.**

**10**

el

la

**A2 SP**

**A2 SP**

**A2 SP**

**A2 SP**

**A2 SP**

**A2 SP**

**Language Support for Multilingual Students**

Raz-Plus offers high-quality, authentic resources to meet the needs of students in bilingual and dual language programs in the following languages:

• Spanish

• French

• Polish

• Ukrainian

• Vietnamese

• British English

**For even more resources to support your**

**Our authentic and transadapted Spanish resources include books, foundational skills practice, and assessments to support English language learners and bilingual students.**

**“I can always find things for Science or Social Studies but also incorporate different strategies we’re doing in reading, so I can always get a 3-for-1 special!”**

**Diana Guy**

**5th Grade Teacher**

**Clear Creek Elementary**

**English Language and Dual Language learners, check out our add-on solutions Raz-Plus ELL and Raz-Plus Español!**

**11**

THE EDTECH

**Get more essential resources with Raz-Plus.** “Centered” applications

such as: Badges

AWARDS

**Sign up for a free trial today.**

Splash screens

Wearables

**LearningA-Z.com/ExploreRazPlus**

THE EDTECH

THE EDTECH

THE EDTECH

AWARDSTHE EDTECH

AWARDS

COOLTOOL

LEADERSHIP

AWARDS

AWARDS

PRIMARY EDUCATION WINNER

FINALIST2023

FINALIST2023TRENDSETTER

TRENDSETTER

FINALIST2023

FINALIST2022

**2023 Tech &**

**Learning Awards**

Best Tools for Back to School, Primary Education

**2023 Edtech Awards** Cool Tool Finalist

**2022 SIIA CODiE Awards** Finalist for Best Virtual Learning Solution

**2022 EdTech Awards** Trendsetter Finalist for Meaningful Conversations

©2023 LAZEL, Inc., a Cambium Learning Group Company. All rights reserved. Learning A-Z, Foundations A-Z, Headsprout, Raz-Kids, Raz-Plus, Reading A-Z, Science A-Z, Vocabulary A-Z, and Writing A-Z are registered trademarks of LAZEL, Inc. All other trademarks, logos, service marks are the property of LAZEL, Inc. or its affiliates. WF356626 12/23

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## Raz-Kids Overview
# Raz-Kids Product Sheet

**[Download PDF](https://www.learninga-z.com/user_area/content_media/raw/raz-kids-overview.pdf "Download PDF")**

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## Cambium CODiE Finalists 2016
# Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations

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Cambium Learning Group Receives 11 2016 CODiE Awards Finalist Nominations

Dallas, TX – April 14, 2016 – Cambium Learning® Group, Inc. (NASDAQ: ABCD), a leading educational solutions and services company committed to helping all students reach their full potential, announced today that 3 of its business units received 11 2016 SIIA CODiE Awards finalist nominations.

The following Cambium business units were named among the 2016 CODiE Awards finalists for providing high-quality education technology solutions: Learning A-Z® (six finalist honors), ExploreLearning® (three finalist honors), and Voyager Sopris Learning® (two finalist honors).

“Cambium is thrilled that 3 of our business units have been named finalists in multiple categories for the prestigious SIIA CODiE Awards,” said John Campbell, chief executive officer at Cambium Learning Group. “These peerreviewed finalist nominations are an honor and validate the work we do each day to help educators and students in new and innovative ways.”

Cambium’s 2016 CODiE Finalists are:

Learning A-Z

Best Science Instructional Solution: Science A-ZBest Solution for Special Needs Students: HeadsproutBest Solution for Special Needs Students: Raz-Kids Best PreK/Early Childhood Learning Solution: Headsprout

Best Reading/English/Language Arts Instructional Solution: HeadsproutBest ESL, ELL or World Language Acquisition Solution: Raz-Kids

ExploreLearning

Best Cross Curricular Solution: Gizmos

Best Mathematics Instructional Solution: Gizmos Best Educational App for a Mobile Device: Reflex

Voyager Sopris Learning

Best Reading/English/Language Arts Instructional Solution: Language! Live Best Solution for Special Needs Students: Language! Live

Established in 1986, the Software and Information Industry Association (SIIA) CODiE Awards recognize excellence and achievement in the business technology and education technology industries. As the EdTech industry's only peer-reviewed awards program, tech-savvy educators from across the nation evaluate the nominated products and services to designate finalists. SIIA members then review the finalists in each category to select winners. The 2016 award winners will be announced Wednesday, May 18.

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## 2016 BESSIE Awards
# Learning A-Z Wins 10 2016 BESSIE Awards, Making It The Most Recognized Company Again in 2016

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## 2016 Teacher Appreciation Sale
# Learning A-Z Announces 2016 Teacher Appreciation Week Web Sale

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## Cambium Learning Awards
# Cambium Learning Group Wins 3 SIIA CODiE Awards

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