About Reading Plus®

The Reading Plus system used by Kintaro provides computer software learning tools that children, teenagers and adults can use to improve their reading skills – particularly silent reading. Activities are designed to build attention and concentration, silent reading fluency, vocabulary enhancement and comprehension skill mastery.

The programs involve the following three components:

  • Initial and ongoing reading assessments
  • Computer adaptive intervention with multi-tier differentiated instruction
  • Continuous progress monitoring
Temp chart

Courtesy of ReadingPlus

Based on decades of pioneering research and development, Reading Plus is the only Common Core-aligned reading intervention that prepares students to engage with complex text by developing all three dimensions of successful readers: capacity, efficiency and motivation. The term “Common Core” refers to Common Core State Standards, which outlines what K-12 students in the United States are expected to learn in English and math by the end of each grade.

Expected Results of Applying Reading Plus with Various Age Groups

Elementary Students

  • Transitions students from oral to silent reading
  • Builds independence and confidence
  • Prepares for demands of upper grades

Secondary Students

  • Accelerates learning potential
  • Prepares for college and career
  • Establishes personal accountability
  • Builds motivation and enjoyment

Post-Secondary

  • Accelerates learning potential
  • Establishes personal accountability
  • Builds motivation and enjoyment
  • Brings success in college and career

Many K-12 public school teachers don’t have access to the tailored feedback, high-quality instructional materials and support needed to adequately help students.

Kintaro seeks to fill that gap.

WWC Applauds Reading Plus

What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education’s Institute of Education Sciences, issued an Adolescent Literacy Intervention Report stating that Reading Plus’ research demonstrates the system has “a statistically significant positive effect” on adolescent learners’ reading comprehension. The rating was based on several factors, including the quality of the research design, statistical significance of the findings, difference in size between the group participating in the intervention and the control group, and consistency of results across the studies.