Summary of Findings
More Reading Horizons students met or exceeded state standards than did students at the district or the state level as measured by a criterion-referenced test (CRT). The national percentile rank of Reading Horizons students improved each year as measured by a normreferenced test. Administrators and staff at the school reported that they attribute improvements in student reading outcomes to the Reading Horizons program.
School administrators and educators made the decision to include intensive phonics instruction in early elementary grades and began the use of the Reading Horizons method in all kindergarten, first, and second grade classrooms. All teachers received training in the method.
Reading Horizons direct instruction materials, Reading Horizons interactive software, teachers trained in the Reading Horizons method, support of administrators, and dedicated teachers.
Student outcome data was continuously gathered from the time of program implementation until at least six years later. Both criterion-referenced and norm-referenced tests were included in determining the effectiveness of the Reading Horizons method. Although changes in staff occurred over the six years of data collection, an ongoing commitment to the program resulted in continued student growth.