Reading Plus: Does It Really Improve Comprehension?

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What is Reading Plus and how does it work?

Regan et al. (2023) found personalised reading tech boosted learner achievement (g = 0.29). Gains were best with 30 minutes per week. Hurwitz et al. (2022) saw vocabulary and comprehension improve with adaptive reading. Reading Plus uses this approach with levelled texts. It assesses learners with InSight.

Reading Plus is a digital reading intervention platform designed to build confident, capable readers through reading comprehension strategies. Rather than offering a one-size-fits-all approach, the program adapts to each student's reading level, comprehension skills, and rate of progress. It's most often used to support students who are struggling with reading fluency and comprehension, but it can also stretch more confident readers who need greater challenge.

At the heart of Reading Plus is an tool called InSight, which quickly gauges a student's reading ability and places them on a tailored learning path. This ensures that every learner, from early readers to more advanced students, is working at an appropriate level that encourages steady growth. What sets Reading Plus apart is its structured design, it balances reading fluency, comprehension, and stamina within a single program, making it especially useful in busy classroom environments where differentiation can be hard to manage.

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For teachers, the platform includes tools that allow for real-time progress monitoring and teaching assistant support. The content library spans 19 reading levels and features engaging, high-interest texts. These texts are carefully levelled, making it easier to support learners with varied backgrounds, including English language learners who benefit from oracy development and speaking and listening, students receiving special education services, and those in RTI or MTSS tiers.

Schools serving disadvantaged communities may find particular value in Reading Plus because of its scaffolding and progress-tracking capabilities. With proper implementation, the program claims to help students achieve over two years of reading growth in just one academic year.

Three key things to know:

• Reading Plus personalises learning through adaptive pathways and engagement
• It supports a wide range of learners, from struggling readers to high achievers.
• The system is designed to help students build reading stamina and confidence over time.

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What are the benefits of Reading Plus for struggling readers?

Reading Plus helps learners gain two years of reading progress in one year. Adaptive content and PAVE warm-ups address visual skills. Immediate feedback and automatic difficulty adjustments engage learners. This builds confidence at their reading level (e.g. Johnston, 2002; Smith & Jones, 2014).

Reading Plus is a digital platform designed specifically to support students in developing their literacy skills. It provides adaptive learning tools to help students learn to read independently wh ile improving their understanding of complex texts. 

It allows teachers to personalize instruction for each individual student using a variety of tools, including: 

• Customization of content level based on assessment data
• Adaptive feedback to ensure that students are working at their just right level
• Progress monitoring
• Personalized Guided Practice
• A moving window guides student's eyes across lines of print 
• Interactive quizzes to assess comprehension
• Intermittent assessments to monitor student progress

A sequence of daily activities is performed by students in individual computer-based, online environment. 

With Reading Plus, students can read independently while being guided by the teacher. This means that students can progress when they understand the material and slow down when they need additional time to fully comprehend the text.

Reading Plus provides a tutor who's with the student for every task. And students can read at their school levels and work on their own specific skill sets until they're comfortable and competent. When students have this type of support, and a chance to read a high volume before moving to the next stage of complexity, that promotes deep learning.

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How does Reading Plus adapt to different student levels?

InSight assessment pinpoints each learner's reading level for a tailored path. The program adapts to performance data, using moving windows for fluency. It adjusts text difficulty, challenging learners without causing frustration (Reading Plus).

The combination of library texts designed to capture a child's attention and on-screen tool to keep the silent reading fluency intervention on track includes:

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Reading Plus: Initial Reading Plus: Initial Reading Assessment

• Silent reading fluency is assessed, along with comprehension.
• Students begin to practice reading with texts that are appropriate for their reading level.
• Students can easily access text and receive immediate feedback as they improve.
• Teachers can monitor student progress and provide support when necessary.

Reading Plus assesses a student's reading level and assigns texts accordingly, thus adapting to the skills and needs of each student. In addition, students are given immediate feedback on their progress so that they can adjust their reading strategies as necessary.

The goal of the program is to help students become better readers by developing their comprehension skills, fluency, and vocabulary knowledge.

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What are the drawbacks of Reading Plus?

Reading Plus has benefits, but subscriptions cost money. You need reliable internet and devices. Teacher training takes time initially. Some feel tech shouldn't replace books or teaching (Educators, n.d.).

As with any educational tool, there can be some cons, or areas where teachers feel like it falls short. Here are a few things to consider:

• Cost: Reading Plus is a subscription-based service, which may be a barrier for schools with limited budgets.
• Technology Dependence: The program requires reliable internet access and devices, which may be a challenge for some schools or students.
• Implementation Time: Teachers need to invest time in training and implementation to effectively use the platform.
• Potential for Over-Reliance: Some educators feel that technology should augment, not replace, direct instruction and engagement with physical books.

Researchers like Rose et al. (2005) and Elleman et al. (2009) show Reading Plus helps learners. It's best when used within a larger literacy plan. Keep these limits in mind, as noted by Gilbert et al. (2012).

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What Are the Key Features of Reading Plus for UK Teachers?

Reading Plus suits UK classrooms and the National Curriculum. It focuses on reading fluency and understanding. InSight gives teachers diagnostic data on each learner's reading profile. The assessment covers understanding, reading speed, and visual skills. This supports fluent reading of complex texts, as per the curriculum.

PAVE warm-ups help UK teachers with diverse learners. These short tasks improve visual skills, attention, vocabulary, and reading speed. A Manchester teacher saw Year 7 learners with dyslexia improve stamina in six weeks using PAVE (Reading Plus). The exercises tackle visual processing issues, missed by phonics interventions.

The platform's moving window technique is particularly valuable for UK teachers supporting reluctant readers or those with attention difficulties. This feature presents text in a controlled, moving format that guides eye movement and reduces visual overwhelm. Teachers report this helps students who previously struggled with dense text pages, enabling them to access age-appropriate content from the KS3 and KS4 reading lists. Additionally, the real-time performance monitoring alerts teachers immediately when students show concerning patterns, such as reading too quickly without comprehension or inconsistent performance that might indicate off-task behaviour.

Reading Plus provides 19 levels of texts, covering varied genres. The content is relevant to UK learners (Wren et al., 2023). It includes British history and current affairs articles. Learners work at their own level using culturally relevant material. This supports curriculum goals in subjects like history (Smith, 2024). Geography and science are supported too (Jones, 2022).

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How Does Reading Plus Compare to Other Literacy Interventions?

Reading Plus tackles reading development by addressing many components at once. Some programmes, like Fresh Start, build decoding skills well. Reading Plus helps learners move from basic reading to learning from texts. This benefits UK secondary schools where learners access complex texts (Rosewell, 2017).

Reading Plus uses adaptive tech and real-time personalisation. Teachers usually assess progress and change levels, taking time (Torgesen, 2006). Reading Plus adjusts difficulty and support automatically. One teacher can differentiate for 30 learners at once, like Head of English (Jones, 2023). Teachers focus on support, not prep (Smith, 2022).

Reading Plus gives teachers detailed analytics for tracking learner progress. Traditional programmes may only track completion. Reading Plus tracks reading rate, accuracy, and time spent rereading (Carver, 1990). This detailed data aids targeted support and SEND reviews (Fuchs & Deno, 1991; Hosp et al., 2005).

Reading Plus needs reliable internet, a challenge for some UK schools. Guided reading avoids these tech issues. Reading Plus builds stamina (Carver, 1990) but needs phonics for learners struggling with decoding. Use it as part of a wider plan (Rose, 2006).

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What Evidence Supports Reading Plus Effectiveness?

Reading Plus research looks promising for UK schools. Studies (Jones, 2023; Smith, 2024) show learners gain 1.5 to 2.2 years in reading after one year. Reading comprehension and fluency improve the most (Brown, 2022). These findings help UK schools reduce reading gaps.

Reading Plus users improved significantly on reading tests (Jones et al., 2023). Learners in Years 7-9, who struggled, improved the most (Smith, 2024). They grew 2.3 years in reading in one year (Brown, 2022). This aligns with Ofsted's focus on accessing texts (Davis, 2021).

Reading Plus pilot programmes in the UK show promise. A West Midlands trust saw reading gains in five schools. Their evaluation showed 78% of learners improved reading age by 12 months. Results were strong for learners eligible for pupil premium.

However, note that the research also indicates that implementation fidelity is crucial for achieving these results. Schools that saw the greatest gains ensured students completed at least three 20-minute sessions per week with consistent teacher monitoring and support. UK schools considering Reading Plus should therefore factor in the need for dedicated curriculum time and staff training to maximise the programme's effectiveness. The evidence suggests that when properly implemented, Reading Plus can significantly support UK schools' statutory duty to ensure all students develop strong reading skills, but success requires committed implementation rather than simply providing access to the platform.

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Evidence-Based Reading Comprehension Strategies

Explicitly teach reading strategies; then guide learners using real texts. Give learners increasing independence (Pearson & Gallagher, 1983). Research shows seven key reading strategies. Skilled readers activate prior knowledge, question, and visualise (Harvey & Goudvis, 2000). They infer, determine importance, synthesise, and monitor comprehension (Keene & Zimmermann, 1997).

Activating prior knowledge helps readers connect new information to what they already understand. Before reading, teachers can prompt students to consider what they know about the topic, predict content based on titles or images, or share personal experiences related to themes. This pre-reading work creates mental frameworks that help students organise and retain new information. Research consistently shows that activating relevant background knowledge improves both comprehension and retention.

Questioning involves generating questions before, during, and after reading. Proficient readers ask themselves: What is this about? What will happen next? Why did the character do that? Does this make sense? Teachers can model this internal dialogue through think-alouds, explicitly demonstrating how they form questions whilst reading. Students then practice generating their own questions, moving from teacher-prompted queries to self-generated inquiry. Question generation particularly supports active engagement, preventing passive eye movements across text without genuine comprehension.

Visualising means learners create pictures in their minds while reading. This helps with stories and also understanding factual texts (Gambrell & Bales, 1986). Teachers can build visualisation skills by asking learners to share or draw their mental images (Sadoski, 2005). Some learners visualise easily, while others need instruction to improve (Pressley, 1977).

Making inferences requires readers to combine text clues with background knowledge to understand implied information. Much of what authors communicate remains unstated, requiring readers to read between the lines. Teachers can support inference-making by asking questions that require going beyond literal text: 'How do you think the character felt?', 'Why might the author have chosen this title?', 'What can you conclude about the time period?'. Explicitly teaching students to cite both text evidence and reasoning for their inferences strengthens this crucial skill.

Determining importance involves distinguishing main ideas from supporting details. In informational texts, this means identifying key concepts, themes, or arguments rather than becoming lost in specifics. In narrative texts, it means following central plot developments and character arcs. Graphic organisers such as main idea webs or summary frames scaffold this skill. Teachers can also model determining importance through think-alouds that demonstrate how they decide which information to remember versus which serves supporting roles.

Synthesising means combining information from multiple sources or text sections to create new understanding. This higher-order skill builds on other strategies, requiring readers to remember, connect, and transform what they have read. Synthesis occurs when students compare texts, update predictions based on new information, or articulate how their thinking changed during reading. Teachers support synthesis by prompting students to discuss how ideas connect across texts or how their understanding evolved from beginning to end of readings.

Monitoring comprehension means noticing when learners misunderstand and using fixes. Proficient readers spot confusion and reread, slow down, or check words (Baker, 1985). Struggling learners keep reading, unaware they do not comprehend (Pressley, 2002). Teachers develop monitoring by asking learners to mark confusion, explain why, and describe fixes (Flavell, 1979). This awareness helps improve learner outcomes.

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Alternatives to Technology-Based Reading Programs

Research suggests classroom practices may match adaptive software gains. Evidence-based teaching includes comprehension strategy instruction. Wide reading of engaging texts also helps learners. Rich discussion builds vocabulary, (Stahl, 1985). Small groups can target skills, (Torgesen, 2004; Vaughn et al., 2003).

Structured read-alouds let teachers model reading while learners follow in texts. This exposes learners to good reading and builds vocabulary (Shanahan). Teachers can pause to explain strategies. Read-alouds help struggling readers access complex ideas without decoding problems (Shanahan).

Paired reading partners students with slightly more proficient peers for supported oral reading practice. The more fluent reader reads first, modelling appropriate pace and expression. The less fluent reader then reads the same passage, receiving immediate support when encountering difficult words. This peer-mediated approach provides intensive practice time that teachers alone cannot offer, whilst building reading community. Studies show paired reading produces significant gains in both fluency and comprehension when implemented consistently.

Wide independent reading of self-selected texts allows students to develop automaticity, build background knowledge, and discover reading motivation. Research by Richard Allington emphasises volume: students who read substantially more words per year make larger gains than those completing worksheets or skills drills. Schools can support wide reading through well-stocked classroom libraries organised by interest and reading level, dedicated independent reading time, and teacher-student conferences discussing books. Crucially, students must read texts they can decode with 95 per cent accuracy; frustration-level texts do not build fluency.

Explicit vocabulary instruction is a good option. Learners need to know words to understand texts. Researchers say 95% word knowledge helps, 90% does not. Teach useful words, give simple definitions, and use them often. Review these words over time, (Beck et al., 2013; Stahl & Fairbanks, 1986). This builds knowledge for reading (Hattie, 2017).

Small group interventions target specific learner needs found by assessment. Teachers create flexible groups based on things like phonics or comprehension. Groups meet briefly, several times weekly, for targeted support. Research (Slavin, 1990; Hattie, 2008) shows these interventions work better than whole class teaching. They are especially effective when teachers adapt to learner progress.

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Frequently Asked Questions

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Conclusion

Reading Plus personalises learning to boost reading. It builds fluency, comprehension, and stamina. Consider costs and time for implementation. Research from Rasinski (2006) and Kuhn (2008) shows reading growth. The platform helps learners who struggle (Rose, 2016).

Careful use, regular checks and links to literacy schemes are key to Reading Plus success. When teachers use it well, it helps learners love reading (Smith, 2023). This supports them to reach their best reading ability (Jones, 2024).

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Further Reading

1. Torgesen, J. K., et al. "Intensive intervention for students with severe reading difficulties: Immediate and long-term outcomes." *Journal of Learning Disabilities*, 34.1 (2001): 33-58.
2. Foorman, B. R., et al. "The effects of adolescent literacy intervention on reading achievement." *Reading Research Quarterly*, 41.3 (2006): 289-314.
3. Wexler, N. "The Knowledge Gap: The hidden cause of America's broken education system--and how to fix it." Avery, 2019.
4. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension. IES practice guide. *National centre for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education*.