Reading continues to be an area of concern for students in the U.S. According to recent research, in 4th grade, when 100% of students are expected to have achieved basic reading levels, only 63% reach this criterion. The National Reading Panel identified five necessary skills for reading achievement: Phonics (alphabetics), phonological awareness, fluency, vocabulary, and comprehension.
Reading in Motion aimed to build each of these skills using a school-based small group intervention that combined (1) a basal reader (SRA Reading Mastery); (2) audio recordings; (3) strategies to increase motivation to read (i.e., games, tangible rewards); and (4) parent involvement in reading at home. Each of these components in isolation has previous empirical support.
SRA Reading Mastery has a small evidence base for improving reading/language skills and spelling.
Listening to audio recordings in pairs before engaging in a reading activity has been shown to increase fluency and comprehension.
Students respond differently to interventions depending on their level of motivation. Motivation can be increased through the incorporation of reading games, with particular gains in vocabulary and phonics.
Students who receive coordinated reading instruction at home and school perform better than those who only receive training in school.
Reading in Motion combined these 4 elements to provide a comprehensive intervention designed to increase reading skills while also engaging students who had previously experienced frustration and failure.