Commercial Program
Comprehension, Oral Reading Fluency, Phonemic Awareness, Phonics & Decoding, Vocabulary


Target Student

As an adaptive, individualized program, this is designed for learners at different reading levels


Headsprout is an adaptive, individualized online reading program for K-5 students. The program is designed to tailor its instruction to the needs and learning pace of every student. This program is designed to be used by students with a variety of reading skills at various reading levels: from non-readers and early readers to established readers already reading above their grade level.


The Headsprout reading program was developed to adapt to the individual needs and learning pace of every student. Each online episode is designed to adjust the delivery method to maximize every student’s learning. The program uses a sophisticated error pattern analysis that ensures each learner meets the same exact criterion for every exercise. Built-in progress reports and assessments allow teachers and parents to track progress through the program and assess each student’s strengths and weaknesses.


Prior to starting the Headsprout reading program, a downloadable assessment is administered to determine the appropriate beginning placement of each student. This assessment easily determines every students’ ideal starting point within the program. Following the completion of the assessment, students are placed at various stages within the program that correlate to their current reading level to begin their individual adaptive instruction.


At various stages in the Headsprout reading program, a benchmark assessment is administered to each student to ensure they have a firm grasp on the skills covered in the program and are able to transfer these skills to reading new and unfamiliar text. Benchmark assessments are short and are conducted on the computer.


Huffstetter, M. (2005). The effects of an Internet-based program on the early reading and oral language skills of at- risk preschool students and their teachers’ perceptions of the program. Unpublished doctoral dissertation, University of South Florida, Tampa.

Layng, T. V. J., Twyman, J. S., & Stikeleather, G. (2004). Engineering discovery learning: The contingency adduction of some precursors of textual responding in a beginning reading program. Analysis of Verbal Behavior, 20, 99–109.

Research Summary
Available Training

Free public webinars (and recorded past webinars) are available. Customized webinars and on-site training and support are also available.

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