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Comparing READ 180 and Language! Live

As money has finally started to creep back into education, districts are now turning their attention and dollars into purchasing reading intervention programs. My district has decided to “speed pilot” two reading intervention programs for our secondary schools: Language!® Live is the re-vamped Language!® program from Voyager Sopris with new contributing author Louisa Cook Moats; and READ 180 Next Generation is the thoroughly revised offering from mega publisher Scholastic/Houghton Mifflin Harcourt with new contributing authors Kevin Feldman and Kate Kinsella. At my middle school we have one pilot teacher for each program. Training has been extensive from these two eager publishers because our district, Elk Grove Unified, is the third largest district in California and a district-wide adoption would be quite a plum for either of the two companies.

I am not one of the pilot teachers; however, I am curious. So now my DISCLAIMER: I sell my own reading intervention program: The Science of Reading Intervention Program. I developed the program in three instructional settings: grades 4−6 as a district elementary specialist; middle school as a “support” teacher; and high school as a co-teacher of a remedial reading class with a special education teacher.

As my colleagues have been piloting, I’ve been able to log-in as a student and check out these two programs to compare to my own. A bold move given that my cost per class of 25 students is about $15 per student, whereas the cost per class for each of the two comparative programs is closer to that of a well-equipped Lexus. But, you get what you pay for… right? Well, you do get a lot of bells and whistles.

I’ll begin with the screening and placement assessments for the programs. First I’ll start with the READ 180 program. This article will begin to tackle just one of the two assessments in the Scholastic Reading Inventory (SRI): The Foundational Reading Assessment. The other assessment is the Reading Comprehension Assessment. As a reading specialist, I always gravitate to phonemic awareness, decoding, and encoding materials, so I’ll start there.

My first ah, ha was the lack of a spelling test as part of the screening and placement assessments. The Language!® program has one; my program has one. What gives?

I will say from my own 25+ years of teaching remedial reading that a student’s ability to encode (spell) certainly has helped me properly place students in instructional programs to target their individual needs. I would go as far as saying that a spelling test (Jane Fell Greene’s encoding test, the Qualitative Spelling Inventory developed by Bear, Invernizzi, Templeton, and Johnson (2000), or my own comprehensive Diagnostic Spelling Assessment) provides essential information for program placement.

I did a little digging to see if a spelling assessment was part of the READ 180 companion program for beginning readers: SYSTEM 44. Nope. The Scholastic Phonics Inventory® has letter name recognition, sight word recognition, and nonword decoding, but there is no accompanying spelling test.

I decided to email the assessment author, Dr. Richard K. Wagner, and Rick kindly replied twice to my questions. Not to put words into his mouth, but I seemed to get support for my view that using spelling as a screening assessment makes sense.

Now READ 180 does provide individualized assessment and spelling instruction as part of its program, but not as part of its screening and placement. I will give my take (Spoiler Alert: It’s not the best Yelp review) on this spelling “instruction” in a related article.

But why use screening and placement assessments solely to determine whether students qualify for some form of tiered reading intervention? In other words why waste time giving separate placement and diagnostic assessments? Why give a test that provides nothing to teach to?


Intervention Program Science of Reading

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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  1. John doe
    February 8th, 2017 at 20:02 | #1

    My daughter has used system 44 and language live. With comparison language live has generated greater results.She gained 50 lexiles in half a year. My daughter says language live is easier for her to learn.

  1. February 8th, 2016 at 08:58 | #1