Implementation and Efficacy Study of Raz-Plus for Students from Kindergarten to Fifth Grade

Oct 15, 2026

Examines the impact of the web-based literacy program Raz-Plus, used as a blended learning resource in K–5 classrooms. After a 13-week implementation period in three rural elementary schools, results from a cluster randomized design comparing treatment (21 teachers, 249 students) and control groups (18 teachers, 198 students) show stronger literacy achievement and greater student interest in both academic and recreational reading. Implementation fidelity measured via observations and teacher surveys was not significantly linked to student outcomes, supporting Raz-Plus as a literacy development tool.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Overview and Purpose

Program Background

Study Design and Implementation

Implementation Fidelity Measures

Results

Literacy Outcomes

Student Reading Interest

Discussion and Implications

Need for Further Research

Implementation and Efficacy Study of Raz-Plus for Students from Kindergarten to Fifth Grade Authors: Hsiang-Yeh Ho, Ph.D. Mathias Smrekar, M.A. Publication Date: March 25, 2020 Published By: McREL International 4601 DTC Boulevard, Suite 500 Denver, CO 80237-2596 Recommended citation: Ho, H., Smrekar, M. (2018). Implementation and efficacy study of Raz-Plus for students from kindergarten to fifth grade. Denver, CO: McREL International. This study evaluates the efficacy of a commercial product, Raz-Plus, developed by Learning A–Z. The authors of this paper are employed by McREL International, a private 501(c)(3) nonprofit corporation specializing in research and evaluation services, which was contracted by Learning A–Z to design and carry out the study. None of the researchers receive commission on sales of the products. Abstract The current study examined the effect of a web-based literacy program, Raz-Plus, that serves asa resource for blended learning instruction in K–5 classrooms. Following a 13-week implementation period at three rural elementary schools, comparisons ofthe treatment (21 teachers and 249 students) and control (18 teachers and 198 students) groups revealed greater outcomes in the treatment group for overall literacy achievement, student interest in academic reading, and student interest in recreational reading, as compared to the control group. Core dimensions of implementation fidelity were measured through classroom observations and surveys with participating teachers; analyses revealed no significant associations between fidelity measures and student outcomes. This study provides evidence of the efficacy of Raz-Plus as a tool for supporting literacy development of elementary students. Additional research is warranted to determine the elements of implementation that support optimal student outcomes. Key words Cluster randomized controlled trial, educational technology program, literacy achievement, elementary Implementation and Efficacy Study of Raz-Plus for Students from Kindergarten to Fifth Grade Literacy development in elementary school is a key predictor of long-term academic and professional success (Fiester, 2013) . Students who do not meet standards for reading proficiency in third grade fail to graduate from high school at a rate four times higher than that of proficient third-grade readers (Hernandez, 2011) . The long-term implications of early-life reading are wide-ranging; age-appropriate literacy development in elementary school sets the foundation for continued academic success and a positive life trajectory (Kern & Friedman, 2008) . However, according to the National Assessment of Educational Progress (NAEP), just 37% of fourth-grade students in the United States scored proficient on reading skills in 2017 ; average achievement scores on the NAEP have not improved since 2007 (U.S. Department of Education, 2017) . Educators are continuously searching for effective methods to facilitate students’development as readers. One approach that has gained considerable traction in recent years is the integration of technology into the classroom (Horn & Fisher, 2017; Powell et al., 2015) . This increase in technology integration can be attributed to widespread internet availability, improvements in the capabilities and affordability of technology, and legislative efforts to prepare students for 21st century careers (Horn & Staker 2011; U. S. Department of Education 2015; Wilkes et al., 2016) . One increasingly popular method of technology integration in K–12 classrooms is blended learning initiatives that combine traditional teacher-led instruction (faceto-face) with technology-enhanced learning activities (online component) that are often completed individually by students (Horn & Fisher, 2017; Horn & Staker, 2011) . The teacher-led component (face-to-face instruction) and student individual work (online) component are connected to provide an integrated learning e

FAQs

What is Raz-Plus in this study?

Raz-Plus is a web-based literacy program used as a resource for blended learning instruction in K–5 classrooms.

How was the study conducted and for how long?

The study used a 13-week implementation period in three rural elementary schools, comparing treatment and control groups.

Did implementation fidelity predict student outcomes?

No. Analyses found no significant associations between fidelity measures and student outcomes.

Oct 15, 2026

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