Reading Roots

Commercial Program
Comprehension, Oral Reading Fluency, Phonics & Decoding, Vocabulary
Tier I,II

90 mins (daily)

Target Student

Beginning readers who need to improve their reading comprehension and writing skills.


Reading Roots 4th Edition is a ninety-minute comprehensive program designed to target the needs of beginning readers. Reading Roots is a beginning-reading program that  provides a strong base for successful reading through systematic phonics instruction supported by decodable stories, along with instruction in fluency and comprehension.  Reading Roots is built around forty-eight lessons. Separated into four levels, it supports concept development in oral-language development, phonemic awareness, phonics, word skills, fluency, and writing. 


Reading Roots provides rich literature experiences, extensive oral-language development, and thematically focused writing instruction. These objectives are embedded in a fast-paced, engaging, and effective instructional process. Students are assessed and regrouped according to their reading level every quarter to ensure that they receive the most focused instruction.


Students work in mixed ability pairs or team settings. to read, discuss their reading , clarify unknown vocabulary, reread for fluency, understand the main idea, comprehend stories, and work through the writing process linked to the texts that they are reading (including drafting, revising, and editing one another’s writing). It includes a CD with interactive lessons for use with a whiteboard.


Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2005). Success for All: First-Year Results from the National Randomized Field Trial. Educational Evaluation and Policy Analysis, 27(1), 1–22.

Cheung, A. & Slavin, R. E. (2005). Effective Reading Programs for English Language Learners and Other Language-Minority Students. Bilingual Research Journal, 29(2), 241–267.

Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8–16.

Research Summary

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