Learning A-Z products blend teacher-led instruction with technology-enabled resources to make teaching more effective, practice more personalized, and learning more informed. Our products are based on research and backed by efficacy studies. Find out more! Browse our Research library.
Read about McREL International's rigorous study of the effects of Raz-Plus on reading skills and motivation to read.
This independent study in a large urban school district compared reading abilities in two student groups: one with Raz-Plus, one without.
Read about second-grade students in rural schools who used Raz-Plus as part of their tutoring in this study.
This study examines how a school with 78% ELLs used Learning A-Z to improve performance and close achievement gaps.
This study asks whether at-risk students using Raz-Kids and Reading A-Z can overcome the “summer slide.”
What happens when a large urban school district implements Reading A-Z and Raz-Kids for supplemental and intervention literacy instruction?
By including students with low pre-literacy skills, this study informs the field of potential prevention for future reading difficulties.
This case study examined how Raz-Kids impacted reading scores in first-grade students from economically disadvantaged families.
This case study addresses an implementation of Reading A-Z in a Title I school where two-thirds of students were English language learners.
Examining Raz-Plus effects on economically disadvantaged students, this study compared reading proficiency in cohorts four years apart.
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.
This white paper addresses research on foundational literacy areas, including key areas identified as critical for emergent readers.
To help students learn from complex informational text, the focus of instruction shifts toward comprehension and analysis of text.
Scientific literacy requires learning fundamental scientific concepts and practices, terms that this white paper defines and explores.
Dr. Rasinski recommends improvements to typical vocabulary teaching methods, with principles for effective, engaging vocabulary instruction.
Vocabulary acquisition is a key component of literacy. This white paper describes several attributes of effective vocabulary instruction.
Raz-Plus ELL helps English language learners develop speaking, listening, reading, writing, and grammar skills in English.
Discussing research on giftedness, RtI, and special education, this paper also describes best practices for teaching exceptional students.
Learning A-Z resources promote critical thinking and teamwork, also addressing the crucial 21st century skills described in this white paper.
This peer-reviewed article distinguishes between programs claiming to be research-based and those following systematic research protocols.
Learn how task analysis, content analysis, and concept analysis informed the design and development of Headsprout Reading Comprehension.
Find out about fundamental principles (garnered from the learning sciences) behind the design of Headsprout Reading Comprehension.
The analysis of learning types, based on Tiemann and Markle’s categories of learning, is applied to reading comprehension in this paper.
Read this paper for real-life examples of how Headsprout teaches investigative repertoires to answer inferential and vocabulary questions.
Find out whether Raz-Plus affected motivation to read in these fifth-grade students learning English.
This experiment examined reading comprehension and reading fluency in students with learning disabilities who used Raz-Kids.
Elementary school students with learning disabilities in rural communities worked to improve reading fluency.
Second-grade students used Raz-Kids for independent reading practice in this study.
Do students using Raz-Kids show increased reading comprehension and higher motivation to read? Find out in this master's thesis!