classroom-ready multisyllable decoding lessons, visuals and manipulatives, based on the science of reading, help students make quick work of reading big words

lincolnshire, il & washington, dc – october 4, 2023 – 95 韩国vs葡萄牙欧赔 , the trusted source for comprehensive, proven literacy solutions, today announced its multisyllable routine cards package™ earned the research-based design for instructional learning products: product certification from digital promise. this certification verifies that the company’s fun and easy-to-use routine cards help teachers provide direct, explicit instruction on the six syllable types. it also underscores 95 percent group’s ongoing commitment to providing schools with trusted, evidence-based literacy programs. last year, the company’s 95 phonics core program® earned this prestigious product certification.

multisyllable routine cards package features classroom-ready multisyllable decoding lessons, visuals and manipulatives to help students make quick work of reading big words and easily achieve grade-level success. it includes 75 fully prepared phonics lessons designed for students in grades 3-12, with teacher-directed implementation paths that allow for instructional flexibility.

“at 95 percent group, we are steadfast in our commitment to demonstrating the efficacy of our products and have a strong track record to show for it. earning this product certification from digital promise provides educators with a rigorous, reliable third-party endorsement for our multisyllable routine cards,” said brad lindaas, ceo. “as we innovate and develop new science of reading-based instructional solutions, we will also continue to invest in research to provide evidence of their effectiveness.”

to earn this certification, 95 percent group submitted evidence to digital promise confirming the connection between learning sciences and the design of its multisyllable routine cards. in addition, the company demonstrated its commitment to making its robust research base accessible to educators.

“there are more than 8,000 products used in k-12 schools and fewer than 1 percent have earned this recognition,” said rachel schechter, phd, learning experience design (lxd) research, who helped prepare the application.

“educators and researchers continue to uncover important insights about how people learn,” said christina luke luna, chief learning officer, pathways and credentials at digital promise. “digital promise’s research-based design product certification recognizes the edtech products that incorporate research about learning into their design and development. congratulations to 95 percent group for demonstrating that research informs product design.”

the research-based design product certification uses a competency-based learning framework, developed in consultation with digital promise’s learner variability project advisory board, expert researchers in the learning sciences field, and nearly 50 educators across the united states.

through product certifications, educators can narrow their options as they select products based on research about learning before trying them out in their classrooms. digital promise launched the research-based design product certification in february 2020, certifying more than 60 products to date.

about 95 percent group

95 percent group is an education company whose mission is to build on science to empower teachers—supplying the knowledge, resources and support they need—to develop strong readers. using an approach that is based in structured literacy, the company’s one95™ literacy ecosystem™ integrates professional learning and evidence-based literacy products into one cohesive system that supports consistent instructional routines across tiers and is proven and trusted to help students close skill gaps and read fluently. 95 percent group is also committed to advancing research, best practices, and thought leadership on the science of reading more broadly.

for additional information on 95 percent group, visit: www.egbmusic.com.

about digital promise

digital promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. our vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. for more information, visit the digital promise website and follow @digitalpromise for updates.

about lxd research

learning experience design research is an independent evaluation and research firm within charles river media group focusing on educational programs. it specializes in research communication, study validation and the design and execution of essa-aligned research studies. visit www.lxdresearch.com.

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the benefits of a high-quality, structured literacy program

an independent research study conducted by learning experience design (lxd) research on elementary students in lexington public schools in nebraska builds the case for implementing a high-quality, evidence-based structured literacy program for the 2023–2024 school year. conducted during the 2020–2021 and 2021–2022 school years, the study shows that using explicit, systematic phonics instruction during the school year can decrease summer learning loss by as much as 200 percent and help students retain their reading skills.

here are five strategies to help you succeed this school year with a strong grounding in evidence-based structured literacy instruction.

fulton county is a district to watch, and now you can see their work in action. learn about how school leaders and educators are working together to unlock the power of literacy for every child.

watch now

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“we have a roadmap. we can do it. now it is just a matter of having the intestinal fortitude to make sure that, in every classroom across fulton county and hopefully in every state in the nation, change is happening.”

what drew you to the 95 percent group?

i have a background in product development in the early literary space, both in educational publishing and technology. i had known about 95 percent group and the strength of its offerings in structured literacy. i was excited to continue to grow these offerings so they could reach and support more schools and more educators in ensuring every child can learn to read. i’m excited about our potential to make a big impact in this country.

what is your vision for the product ecosystem?

my vision is that the products in our one95 literacy ecosystem are the go-to literacy resources for schools and that 95 percent group is the one-stop-shop for structured literacy solutions that are evidence-based. i want our customers to know we offer them the comprehensive literacy ecosystem they need to pinpoint each child’s needs and accelerate their literacy skills. educators can trust that our literacy ecosystem is effective because we invest in research that demonstrates the efficacy of our offerings. and they can know it is efficient—carrying the same instructional routines across products. as we continue to develop our ecosystem of product offerings and as schools continue to enhance their own literacy toolkit, i want teachers to know that they can add to their resources modularly and build out a cohesive set of resources with our 95 percent group offerings.

what is the one thing that is a must have?

it is crucial that all of our products have an evidence base that is aligned with what science of reading research says is the best practice. everything we offer to schools is evidence-aligned—and that is table stakes for everything we develop. but the other must-have for schools is ease-of-use. this is central to what we do because teachers don’t have a lot of time so whatever we can do to support them in a very easy to use way is critical.

describe the literacy ecosystem in your own words.

our literacy ecosystem is an integrated suite of all of our professional learning and products that serve tiers 1, 2, and 3 instruction and have a connectedness among them. if you begin with one product, and choose to add another, you’ll see a tight connection between the products. a teacher can fill her reading block with products from the one95 literacy ecosystem to meet the needs of all of her students.

describe the mission of this company in your own words.

two thirds of kids are struggling to read at grade level. we have a literacy crisis. what we do is so important because we are providing evidence-based instruction and practice that give all children the chance to be successful at reading. our company exists to ensure all children have a chance to lead literate lives.

what is the ideal experience for the student?

the light bulb turns on for each student, in terms of cracking the alphabetic code. it is a journey for each student, and we need to ensure that by the time they reach the end of second grade they are accurate and fluent readers. we also want them to be enjoying the experience of learning how to read and what that experience can unlock for them.

for the teacher?

the ideal experience for teachers is that they have the tools they need to identify the precise area of skill difficulty for a student and be able, in turn, to provide exactly the right type of instruction to overcome that gap so that the child can be successful. our goal is to provide teachers with that foundational knowledge they need and with all the necessary supports to put the science of reading and structured literacy into practice.

how do strong readers benefit from these products?

our 95 phonics core program® is a game changer for all students. it teaches them the foundational skills they need to master all aspects of reading. even strong readers have some type of skill gap. it may not hold them back from reading, but it’s there. 95 phonics core program can help identify those gaps and address them in an explicit and systematic manner so that these gaps don’t create larger difficulties for the child later on in school. learning morphology, for example, serves stronger readers in understanding the real meaning of words based on word parts. this serves them well as they get into more complex texts.

anything else to add?

i think what we have to offer, both in terms of professional learning and products, are second to none. in being evidence-aligned and offering the ability for teachers to pick up these easy-to-use resources and hit the ground running, we have a great opportunity to reach lots of kids and address the literacy crisis in this country. and that’s the great thing about this company. so many of our team members are former educators; and, as educators and mission-driven team members, we care about making a real difference. it’s what drives our work every day.

learning to read is an equity issue in this country. the ability and opportunity to become a good reader is a social justice issue, and we have the opportunity to reach students from all age groups and backgrounds. we offer a literacy ecosystem that can serve all students so they can each be successful. that is foundational to who we are and what we do.

learn more

are you interested in learning about how you can bring an effective and efficient structured literacy approach, grounded in the science of reading, to your school or district? contact us today.

but the data on fourth grade reading tells a different story. the 2022 national assessment of educational progress, known as “the nation’s report card,” revealed that 65 percent of fourth graders scored basic or below in the naep reading achievement levels. naep reports: “at fourth grade, the average reading score was lower than all previous assessment years going back to 2005 and was not significantly different in comparison to 1992.” or to say it simply, fourth grade reading scores are the lowest they’ve been in 30 years. the need to address this decline—attributed mainly to unfinished learning and underlying phonics gaps—is urgent.

the high stakes of failure

at the same time reading scores have dipped to a 30-year low, the need for literacy skills required to function in the 21st century has never been greater. drilling deeper into the research on reading and illiteracy reveals the high stakes of failure. starting early in school, students who struggle face a potential downward spiral as the distance grows between where they are and the increasing complexity of text demands. about 16 percent of children who are not reading proficiently by the end of third grade do not graduate from high school, a rate four times greater than that for proficient readers (annie e. casey foundation, 2012). and 85 percent of all juveniles involved in the juvenile court system are functionally low-literate. we know that juvenile incarceration reduces the possibility of high school graduation and increases the probability of incarceration later in life (aizer & doyle, 2015).

reading in grades four and five

a robust instructional program in grades four and five recognizes that the goal is for students to read sufficiently complex text with fluency and understanding. a well-rounded instructional approach includes building students’ knowledge of words and of the world (background knowledge and vocabulary), fluency-building, instruction in appropriate, evidence-aligned comprehension strategies and comprehension-monitoring, along with rich discussions, including asking and answering questions, to support students’ ability to make sense of challenging texts and complex ideas. in addition, a strong instructional approach includes a word study component, specifically aimed at developing and securing students’ abilities to decode and make meaning of the words they will encounter.

“heavy hitters” in intermediate word study

how can a teacher address key reading word study skills that are needed in the intermediate grades? first instruction must include accurate assessments on a student’s word-reading ability. if students need intervention in the basic letter-sound combinations and monosyllabic decoding, teachers must provide that intervention.

second, instruction in grades four and five needs to carry on with the foundation that began in k-3 and include the “heavy hitters” of intermediate word study: multisyllabic decoding and morphology. why are these considered “heavy hitters?” once students have internalized routines for multisyllabic decoding, those routines can be applied to any multisyllabic word. because of the generalizable nature of units of our language, as students increase their understanding of morphemes—the smallest unit of meaning within a word, or a word itself—they can exponentially increase their ability to decode and understand the increasing numbers of unfamiliar words they encounter as they move through the grades.

it is important to note that syllables are not the same as morphemes. these are two elements of multisyllabic words that help us read unfamiliar words. students in the “consolidated” phase of word reading development (ehri, 1998) quickly apply their knowledge of both syllables and morphemes to decode and understand words.

the importance of multisyllabic decoding

as students move through higher grades, the demands on their ability to decode complex words increase. while students may have mastered monosyllabic words in the early grades, many students today enter grades 4 and 5 with no particular strategies for decoding multisyllabic words. yet according to research, they’re faced with an “orthographic avalanche” (share, 1995; p. 153) of 10 to 20,000 new multisyllabic words in print per year. without the tools for unlocking these words, students may read them incorrectly or skip them altogether. many students with reading difficulties may recognize the beginning letters and guess at the rest of the word. without the ability to decode multisyllabic words, students fail to comprehend what they read (heggie & wade-woolley, 2017; p. 88).

in the what works practice guide: providing reading interventions for students in grades 4-9 (march, 2022), expert panelists assigned a strong level of evidence to the recommendation that instruction builds students’ decoding skills so they can read multisyllabic words. specific ways to carry out this recommendation include teaching students a routine they can use for decoding multisyllabic words. this requires explicit instruction in syllable types, division rules, and breaking apart words utilizing syllabication routines. other instructional techniques include embedding spelling (or encoding) practice along with decoding practice, and providing students with a wide array of opportunities to practice reading multisyllabic words accurately and with increasing automaticity.

the importance of morphology

research shows that “acquiring knowledge of how morphology underpins the mapping between spelling and meaning is also an important process in the development of skilled reading.” we’ve learned, especially with older students who are behind, that rather than go back and teach every letter sound and every vowel pattern, going right to explicit instruction in morphology can close the skill gap—students will pick up some of those previously missed skills from the morphological units.

just like instruction in multisyllabic decoding, instruction in morphology must be explicit and routinized to maximize efficiency of teaching and learning; a routine includes teaching affixes and roots along with practice in identifying and defining words based on these morphological units. instruction also includes a wide array of practice reading text to apply their knowledge of morphemes.

helping intermediate grade teachers meet the challenge

fourth and fifth grade teachers are trained to help their students succeed in the goals of their grade’s curriculum—navigating through text as a more sophisticated reader. yet many teachers in the intermediate grades have not been provided with a strong background in evidence-aligned word study practices to both accelerate their below-level students’ learning and consolidate all students’ learning to ensure they are able to read grade-level text with fluency and understanding.

for example, anne castles, professor of cognitive science and scientific director of the macquarie university centre for reading, writes that “research has shown that teacher knowledge of morphology is sparse and patchy, and many teachers are unaware of the ways in which morphemes communicate meaning and govern spelling construction (hurry et al., 2005). this seems to be a critical gap in teacher knowledge.”

where does a teacher begin? there are many good, accessible resources on the science of reading for beginners here. for specific information on syllable types, this article in reading rockets is helpful, as is this article on morphology from the same source. and school leadership needs to support their teachers too. professional learning and ongoing coaching are critical in developing the mastery of effective literacy instruction in 4th and 5th grades.

while building our collective understanding of effective word study practices is important, it is critical to have the right materials and best practices available for teachers.

learn more

to read more by laura stewart and her list of recommended resources, visit her most recent reflection on episode 5 of the sold a story podcast.

at 95 percent group, we are dedicated to producing evidence-aligned resources, by educators and for educators, that link research to practice. if you’d like to learn more about what we offer, please get in touch.

about laura stewart

laura stewart, chief academic officer, is a nationally recognized science of reading and structured literacy advocate and expert who will serve as the company’s spokesperson and will continue to build its thought leadership position in the literacy market. stewart has dedicated her career to improving literacy achievement at leading education companies including the reading league, highlights education group, and rowland reading foundation.

turning to wonder

listening to sold a story episode 5 made me turn to wonder. what if we in the literacy community could find meaningful points of consensus? if publishers, researchers, thought leaders, educators, administrators, and parents all joined forces? what if we looked for those intersections in our work and elevated those? what if we took the stance of moving forward together from here?

a little over two years ago, i started meeting with a group of similarly curious people in order to start talking about those “what ifs.” our plan was to invite people from “different areas of emphasis” (avoiding “balanced literacy” vs. “science of reading”) to come to the table and have a facilitated discussion to hone in on those areas of consensus and send a unified message to stakeholders and the public-at-large that the “reading wars” were over. we reasoned that there was no sense in continuing any sort of “us vs. them” thinking; surely there could be settled learning for everyone involved. we even envisioned a retreat setting, with the end result being a published paper on, as oprah would say, “things we know for sure.” well, you know the rest of the story. . . like all other disruptions, the pandemic diverted our plans.

but we kept on meeting to discuss topics that were swirling around in the community and to continue to lean into our original goal. our group became larger and more voices were welcomed. we even started calling ourselves the “peaceniks,” so we would remember why we started on this journey together.

while have had lively discussions, and have produced a paper based on what we see as a common area of interest, we still wonder about the fundamental question of the best way to build those bridges.

turning to action

sold a story episode 5 focuses on heinemann publishing company, and specifically on the resources they have published which have built an empire on an instructional philosophy and methodology we now know to be detrimental to many of our emerging readers. this brings up a lot of emotions; for me, perhaps outrage mixed with guilt. and there’s mostly sorrow—sorrow for the kids who weren’t served well. all those emotions are justified. let’s accept that and acknowledge that. then, we turn to action.

of course, the action we would hope to see is that publishing companies would align themselves with the preponderance of evidence around effective instruction and produce materials that allow a teacher to actualize that in her classroom. but we have no control over that. we have no control over whether a for-profit company decides to build a bridge from that which built their empire to something different. i would suggest that the key action to be taken is to build whatever bridges we can build.

be a trailblazer

as educators, we can build our own bridges of knowledge between what we know now and any new evidence that will impact our practice. i know this is a challenge, but there are more accessible resources out there now than ever to support you on your journey. if you are a teacher in a school where ineffective materials are pervasive, you may need to be that trailblazer with a different approach, bringing curiosity to the forefront for your peers. if you are an administrator, you have the opportunity to have that courageous conversation with your colleagues around the data in your school: what students are being left behind and why? what will be uncovered is that instruction will make a difference, and the materials used in that instruction really matter. if you are a curriculum leader, become a conscious and knowledgeable consumer. when making curricular decisions, choose wisely:  make sure your expert internal stakeholders weigh in on these purchases, look at efficacy research for each product you are considering, and fairly and objectively evaluate the evidence. this way you can hold publishers accountable for putting the best resources out there base on the evidence.

regardless of what bridge each of us decides to build, i suggest we surround ourselves with community and that within that community we listen to our own convictions as well as the convictions of others, so that we can find the path forward from here. like my beloved peaceniks, start from a place of curiosity, and as parker palmer says, “when the going gets rough, turn to wonder.”

about the school district

glen rose independent school district is a small, rural district outside of fort worth, texas. families who live in the community are often drawn to what the district’s website calls “small town values with big time vision.” the district as a whole has close to 2,000 students and, in k-3, serves about 500 students.

“we are a caring community with a strong sense of unity that empowers and inspires students through innovative education,” said mehgan schuelke, an educational diagnostician and reading specialist for glen rose.

challenge

recently house bill 3 was passed in the state of texas, requiring that all districts shift to a phonics-based curriculum for reading instruction. all k–3 teachers and principals must complete the state’s professional learning program, “reading academies,” by 2023, for guidance on implementing the science of reading in their classrooms. the science of reading is at the center of a growing movement in education that calls for more effective reading instruction. its evidence-based approach helps educators develop students’ literacy skills through phonics instruction.

“we were seeing a real lack of growth in reading skills among students,” said schuelke. “we knew something needed to change.”

solution

as they began preparing for the shift to phonics in the fall of 2021, schuelke worked with her curriculum director to create a rubric for their new method of instruction, structured literacy, and determine the resources they needed to support their new criteria. after a review of options, they chose 95 percent’s phonics core program™ for whole-class instruction, along with 95 phonological awareness screener for intervention™ and 95 phonics screener for intervention™.

“the key things our rubric called for were explicit teaching practices and progress monitoring,” said schuelke. “95 percent group’s offerings met all the criteria we needed and provided turnkey solutions for students at different stages of their reading journey.”

result

in 2021–2022, many students had started school with below average literacy skills. schuelke and her colleagues, therefore, planned to assess students as quickly as possible and place them into intervention groups, as appropriate.

“using the 95 percent group assessments was efficient and effective,” she said “actually this is the first time i have seen phonics assessments used in such a consistent, successful way.”

during the year, they wanted to progress as many students as possible from intervention into whole class instruction. and they did.

“so many of our second grade teachers said to me midyear: “oh my gosh, this is working!” said schuelke.

by the end of the year, they had reached another important benchmark.

“by june, we had more than 85% of our second graders students in tier 1, whole-class instruction. this is such a critical learning year for kids, and we had a lot of ground to make up after the pandemic’s disruptions. we were thrilled to reach this goal,” she said.

advice for other educators

change is not always easy in school, especially when teachers have been doing something a certain way for a while. they don’t like feeling as though they are “experimenting” with their students’ education, especially when it comes to something as critical as reading.

“teachers can be hesitant when it comes to change,” she said. “show your teachers the evidence that this structured literacy approach works. have them talk to another teacher from another school. get them the training they need. at the end of the day educators are learners too. so help us learn, and give us great resources.”

from there, it didn’t take too much more convincing at glen rose.

“our teachers accepted this new approach quickly and really enjoyed it. they saw the progress their students were making clearly and quickly,” she said.

the specific breakdown of improvement was remarkable. in the beginning of the year, they had 37% of kindergarteners, 25% of first graders, and 30% of second grades identified as at-risk readers. by the end of the year, those numbers had changed dramatically: only 12% of kindergarteners, 11% of first graders, and 15% of second graders were at risk.

closing thoughts

schuelke commented that one of the best aspects of working with 95 percent group is that its suite of offerings is “cohesive and consistent.” once the teacher and student know the routine from using one of the reading products, they and their students can move seamlessly into using another of the company’s offerings. the products are all designed to work together intentionally in an “ecosystem,” with each one offering a consistent structure for instruction and learning.

“this means less time going over the rules of the game, and more time focusing on the actual learning experience,” she said.

and her final, closing thought?

“reading should be a joyful experience for students,” she said. “and this is.”

learn more

are you interested in learning about how you can bring an effective and efficient structured literacy approach, grounded in the science of reading, to your school or district? contact us today.

when it comes to literacy instruction, an evidence-based curriculum and best practices matter

a few years ago, we often heard from educators that they were adapting 95 percent group’s intervention products for their tier 1 instruction. teachers are experts in making the most out of the resources they have. but 95 percent group listened to them and understood this as an important call to action. in 2020, 95 phonics core program® launched to help teachers serve all of their students better and specifically meet the needs of tier 1 phonics instruction.

“about 80 to 85% of the class needs to be taught well in the core program, which leaves fewer kids for intervention in tiers 2 and 3,” said laura stewart, chief academic officer for 95 percent group.

95 percent group also added a complementary technology tool to the program—digital and interactive html files—to enhance the whole-class experience and also support remote and hybrid experiences. today these digital files are saving teachers time, promoting student engagement, and ensuring consistent, high-quality instruction across classrooms and schools.

the combination of 95 percent group’s knowledge in the science of reading and in the science of learning creates significant opportunities for educators and students. as you evaluate and make important decisions about the instructional materials in your school or district’s literacy toolkit, make sure academic excellence is your top priority. keep this in mind: research alignment is not enough. your literacy programs should be evidence-based and evidence-proven to accelerate literacy skills. here is what the evidence says about how to teach children to read at grade level and how to bring it into practice in your school and classroom.

provide explicit, direct instruction

one key design element of the 95 phonics core program is its approach to explicit and direct instruction of phonics that forms the basis of the 95 percent group product offering. study after study proves the same thing: explicit and systematic phonics instruction is more effective than unsystematic or no phonics instruction, especially with at-risk readers. according to the national reading panel, first-grade students who were taught systematic phonics instruction were better at decoding and spelling and, therefore, better able to comprehend texts (2001). with the 95 phonics core program, students are being taught the right content at the right time. students in kindergarten to 3rd grade acquire essential foundational skills such as phonemic awareness, decoding, and word/passage reading fluency. the core program provides students with ample practice opportunities that reinforce the explicit teaching of phonics patterns:

• by using manipulatives (colored chips)
• by using gestures for the syllable types
• by reinforcing learning with the reading-writing connection through word chaining, writing words in sound boxes, and writing sentences from dictation
• sound spelling identification through mapping and dictation of high-frequency words

deploy multimodal learning

95 phonics core program was designed with diverse learners in mind. because it is a tier 1 curriculum, it incorporates multisensory learning into the lessons by using gestures and manipulatives. making education multisensory helps deeper learning, benefiting students most in need. for example, students with dyslexia need more opportunities to develop “adequate and automatic integration of letters and speech sounds” (blomert & froyen, 2010). in the curriculum, multiple senses reinforce concepts. with the help of 95 phonics chip kits, teachers gain the tools and strategies to explain phonics patterns, which allows scholars to visualize abstract concepts and makes their learning more concrete. using hands-on phonics chip movements advances phonemic awareness to an automatic level. students move the colored chips into sound boxes to represent words the teacher dictates; after mapping the sounds in a word, students write the letters in the appropriate sound boxes in the student workbook. throughout each lesson, students are expected to respond during whole-class instruction through call and response to increase phonemic awareness and use gestures (v-shape, closed fist, open fist, etc.) for syllable types.

support guided practice

95 percent group employs guided practice through gradual release of responsibility (grr), first introduced by pearson and gallagher to provide differentiated instruction for all students. the purpose of gradual release is to slowly pull away scaffolds in a way that makes all students feel successful. each lesson begins with a teacher-led activity where students are expected to engage in a series of verbal repetitions to increase their phonemic awareness (national reading panel, 2000). educators then transition with an explicit think-aloud of skill as the “i do” portion of the phonics instruction. during this lesson phase, the educator facilitates a mediated opportunity for students to practice the new skill. finally students are released independently to practice with manipulatives and are given several at-bats. through the gradual release model’s continuous teacher-student interaction, teachers can differentiate and scaffold as necessary. this allows teachers to spend as much—or as little—time as necessary on a given skill. the ‘we do’ and ‘you do’ phase allows educators to provide valuable, instant feedback to students (rosenshine, 2012). moving students forward as quickly as possible, but as slowly as necessary, is key to effective intervention instruction.

nurture interactive learning

95 percent group has also made a deep investment in research both to inform the development of its offerings and to demonstrate their efficacy to educators around the country. the curriculum comes with research-based routines and digital, html files to ensure the highest quality of instruction. digital files may seem simple, but their impact is huge. when the science of reading, science of learning, and technology intersect, they create a unique experience that provides limitless opportunities for educators and students within the classroom. with interactive files that keep educators and students on pace during their lessons and with student-centered activities that require a response from each student (call and response, gestures, manipulatives), learning outcomes are higher than in classrooms that do not engage in interactive learning strategies (javed & odhabi, 2018). this technology holds students and educators accountable to staying on pace and delivering succinct instruction with consistent terminology and routines.

phonics should no longer be taught through a “drill and kill” learning environment. perky-paced routines give students a number of opportunities for deep learning. and the results say it all. regardless of geographic location, duration of time, or stand-alone vs. group intervention, 95 phonics core program has garnered positive growth on post-assessments. but 95 phonics core program is the starting point for nurturing an interactive learning environment. 95 percent group continues to build a community of trust and learning alongside educators who desire to grow their knowledge of the science of reading and improve instructional practices together.

learn more

95 percent group regularly sponsors third-party research by independent literacy evaluation firms to measure the effectiveness of their programs. learn more and download the efficacy studies.