Program Description
The Superkids Reading Program is a beginning reading program for grades K-2, although qualifying studies have only involved kindergarten. It focuses on phonemic awareness, phonics, vocabulary, comprehension, writing, and spelling.
Program Outcomes
Two large matched studies have evaluated The Superkids Reading Program in kindergarten. Both found significant positive outcomes on measures of sound and word reading. The average effect size compared to controls was +0.23, qualifying The Superkids Reading Program for the ESSA “Moderate” category.
Professional Development/Training
At no charge, Superkids teachers receive initial training, provided as either a half-day session or a 90-minute webinar. In addition, each participating teacher receives one complimentary visit from a coach to support the implementation. Also at no charge, administrators receive a 90-minute session or webinar that provides an overview of the program. Finally, there is sustained phone and website support year-round for teachers, administrators, and other school personnel involved in the implementation of The Superkids Reading Program.
Implementation Notes
Two studies of Superkids Reading (both from 2009) involved qualitative components. One study (Borman & Dowling, 2009) conducted structured interviews with all 23 Superkids teachers. The researchers found overall satisfaction with the program, and positive perceptions of its overall effectiveness, motivational impacts, and ease of implementation. Mean ratings of these responses on a five-point scale were consistently positive, ranging from 4.41 to 4.73, and all significantly surpassed the means for control teachers, who employed other reading curricula. Similarly, a separate study (D’Agostino, 2009) of 21 Superkids teachers and 22 comparison group teachers found overall higher satisfaction, perceived ease of use, and more time spent using the core program than control teachers. Mean ratings of Superkids teacher responses on a five-point scale were consistently positive, ranging from 4.76 to 4.90, all significantly higher than control teachers.