Program Description
The 95 Phonics Core Program (PCP) is a whole-class, supplemental phonics curriculum. This Tier I program is designed for students in grades K-5 to address and prevent reading gaps using explicit, structured phonics instruction for 20-30 minutes per day. Instruction is based on a scope and sequence with 25 lessons for Kindergarten and 30 lessons for each of Grades 1-5. For example, the First Grade Scope and Sequence includes 30 lessons disaggregated into seven topics (Introduction, Short Vowel CVC, Consonant Blends, Consonant Digraphs, Long Vowel Silent-e, Phonograms, and Introduction to Second-Grade Skills). Each lesson focuses on specific phonics skills, provides examples of high-frequency words, and contains information about other skills addressed within the topic. The 95 Phonics Core Program offers a kit for each grade, including a teacher’s edition, student workbooks, manipulatives, and a digital presentation. The 95 Phonics Core Program also aligns with assessments and interventions (such as Phonics Lesson Library) offered by 95 Percent Group to ensure consistency.
The program includes three volumes of Teacher’s Edition, Student Manipulative Kit, Sound Spelling Cards, and four Student Workbooks (Volumes A, B, C, & D). Digital presentation files are complimentary for the initial year of implementation.
Program Outcomes
The 95 Phonics Core Program (PCP) has been evaluated in three studies, one randomized and two matched, showing positive effects on student literacy from kindergarten through fifth grade.
In a 2021–2022 randomized trial in Missouri, over 3,000 K–2 students using PCP showed significantly greater gains on the Acadience Reading assessment than peers in control schools (effect size = +0.09), earning the program a Strong ESSA rating. Gains were seen across grades, including improvements in phonemic awareness, decoding, and oral reading fluency.
A 2022–2023 matched study in Arizona with over 400 K–1 students found significantly more growth on the aimswebPlus assessment among PCP users compared to peers (effect size = +0.29), particularly in early literacy and foundational skills.
A 2023–2024 matched study in Texas extended the evidence to upper elementary grades, including nearly 800 fourth and fifth grade students. Students using 95 PCP showed significantly greater growth than their peers on both the ISIP and STAAR assessments (effect sizes = +0.15 and +0.10 respectively). The strongest gains were observed in comprehension and fluency, and fifth grade students in particular drove the STAAR results, showing substantial improvement and a higher likelihood of achieving mastery-level scores.
Together, these studies support PCP’s impact across early and upper elementary grades, with evidence of meaningful growth in key reading skills.
Staffing Requirements
No special staffing requirements.
Professional Development/Training
Initial 3-hour training with follow up one-hour questions and answer sessions during each semester along with onsite coaching is recommended. Minimum is 3-hour initial training.
Technology
No special technology requirements. HTML digital presentation files are a digital teaching tool that allow the instructor to facilitate the lessons at an appropriate pace and enhance student engagement. The presentation slides support visual access to the instructional steps and routines that are embedded in the daily lessons. Teachers access and use the presentation files on our website and can be displayed on any device.
Implementation Notes
Two studies included surveys (Schechter & Lynch, 2022) and focus group style interviews (Schecter et al., 2023) related to teacher impressions, experiences, and overall professional feedback concerning the 95 Phonics program. In the earlier study taking place in Missouri, teachers generally found the program easy to use and had positive benefits for their phonics instruction and students’ phonics skills development. In the subsequent study from Arizona, participants reported finding program materials easy to follow and use, complimentary to other interventions being used, and a positive influence on students’ literacy and their own confidence in teaching phonics. They did note that it was sometimes challenging to fit the program into a 30-minute implementation period, though possible with minor adaptations.