Raz-Plus and Early Reading Skills in Kindergarten Students

Research Applies to: Raz-Kids, Raz-Plus

About this Research

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 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.


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

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