Literacy
Fusion Reading
Fusion Reading is a comprehensive, research-based reading intervention program for students in grades 6-12. The flexible, multi-year program provides struggling adolescent students the skills they need to quickly become fluent, competent, and confident readers. Students learn to read award-winning books that are relevant to their lives and the problems they face.
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Correlations
- How Fusion Reading Responds to the Common Core Standards for Reading
- Grade 6 to CCSS
- Grade 7 to CCSS
- Grade 8 to CCSS
- Grade 9-10 to CCSS
- Grade 11-12 to CCSS
Videos
- What Is Fusion Reading?
- Fusion Reading Target Grade Levels
- Establish the Course
- The Prediction Strategy
- The Bridging Strategy
- The Vocabulary Process
- Possible Selves
- The Summarization Strategy
- Strategy Integration
- The PASS Strategy
- Fusion Reading Closes the Gap
Research Base
- Technical Report: Fusion Reading Program
Studies conducted by The University of Kansas Center for Research and Learning
Evidence of Success
- Charlotte-Mecklenburg Schools Case Study
This report shows how 40 middle schools with a sizeable deficit in literacy found a solid solution in Fusion Reading.
- Newton Conover City Schools Case Study
This report shows how the school implemented Fusion Reading to help students in the ninth grade that were reading at the second or third grade level.
- Liberty Middle School Case Study
This report show how Fusion was successfully implemented for grades 6 to 9 for students who needed help in both Special Ed and Regular Ed classrooms.
Early Reading Intervention
Wright Group Early Reading Intervention is the result of 30 years of research conducted by educators who found that the most effective way to close the gap between struggling and proficient readers is to provide systematic, strategic, and intensive intervention, with the sole purpose of moving students to grade-level reading as quickly as possible.
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Sample Lesson
Research Base
- The Effects of Early Reading Intervention
The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through second-grade students.
- Interim Report on the Effects of ERI: A RTI Model of Service Delivery
The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through 3rd grade students. This study addresses two primary research questions: 1. What effect does the program have on the reading achievement of selected at-risk students? 2. How does student participation in the ERI intervention program affect the school’s decision to refer a student for special education evaluation? (This question cannot be answered until the study is completed.
- Research Base for Early Reading Intervention
Learning to read is not an innate ability. Some students seem to effortlessly enter into the reading process. Other students struggle from the start. The gap between low-performing and proficient readers continues to widen as struggling readers fall further behind their more profi cient-reading peers (Stanovich 1986). Only through systematic, strategic, and intensive intervention can these struggling readers begin to close that gap. The Wright Group Early Reading Intervention program provides this needed intervention for students in kindergarten through grade 3.