Make 2 Years of Reading Growth in 1 Year with iLit45
iLit45 is an intensive teacher-led digital reading intervention program for students in Grades 6 and up. The program is proven to accelerate reading growth by two years in a single school year!
- Engaging digital instruction centered around rigorous and relevant grade-level texts
- Comprehension, vocabulary, fluency, phonics, and phonological awareness
- Adaptive study plans in grammar, spelling, vocabulary, and foundational skills
- Intensive writing support with immediate automatic feedback
2 Years of Reading Growth in 1 Year!
Accelerate Reading Proficiency for Striving Adolescent Readers
Intensive, Explicit, and Systematic Intervention
The systematic iLit45 daily routine includes time for whole group, small group, and one-on-one intervention and practice in comprehension, vocabulary, foundational skills, and writing.
Proven, Engaging Lesson Design
Explicit, teacher-led digital instruction is centered around rigorous and relevant grade-level anchor texts that engage students.
Adaptive Instruction to Meet Individual Learning Needs
Adaptive study plans in grammar, spelling, vocabulary, and foundational skills allow teachers to individualize learning based on each student’s specific instructional needs and areas for growth.
Monitor Student Progress
Norm-referenced assessment data and ongoing formative assessments make it easy for district and school leaders and teachers to track student growth.
Proven to accelerate reading achievement 2+ years in just 1 year!
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Research-Proven Instructional Model
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Adaptive Personalized Learning Options
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Engage and Support Secondary Students
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Writing, Project-Based Learning, and More!
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Flexible Implementation Options
Research-Proven Instructional Model
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Time To Read
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Vocabulary
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Read Aloud, Think Aloud
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Classroom Conversations and Whole Group
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Work Time
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Wrap-Up
Adaptive Personalized Learning Options
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Adaptive Grammar, Spelling, and Vocabulary
Study Plans -
Adaptive Nonfiction Interactive Readers
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Adaptive Foundational Skills Work
Engage and Support Secondary Students
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Digital Library
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Automatic Writing Feedback
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Scaffolding to Access Grade-Level Texts
Writing, Project-Based Learning, and More!
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Paragraph and Summary Writing
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Essay Writing
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Project Based Learning
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Research Projects
Flexible Implementation Options
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Blended Implementation Options
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Digital Implementation Options
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Offline Capabilities
Watch how iLit45 helps students become better readers.
Meet Destiny
Hear how iLit45 helped Destiny become a better reader.
Data Conversations Drive Student Growth
"The data helps me conference."
Monitor Students’ Reading Progress
Norm-referenced snapshot
- iLit45 includes the norm-referenced GRADE™ diagnostic to provide a norm-referenced snapshot of student growth each at the start, middle, and end of each school year.
- The beginning-of-year GRADE assessment scores place students into the appropriate level of nonfiction interactive readers and give teachers a norm-referenced way to track student progress throughout the year.
Easy to use reports
- iLit45 makes it easy for district and school leaders and teachers to track student growth in reading skills. District, school, class, and student level reporting is available in easy-to-read graphs and visuals.
- Get a real-time look at growth, comprehension, vocabulary, grammar, writing, and foundational skills performance.
Explore the Research & Efficacy Behind iLit45!
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Proven to Accelerate Reading Growth!
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iLit45 Foundational Research
Meet the iLit Suite Program Creators, Innovators, and Idea Makers
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Elfrieda H. “Freddy” Hiebert, Ph.D.
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Sharroky Hollie, Ph.D.
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Jim Cummins, Ph.D.
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Roger Bonair-Agard
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Kelly Gallagher
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William G. Brozo, Ph.D.
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Sharon Vaughn, Ph.D.
Elfrieda H. “Freddy” Hiebert, Ph.D.
Freddy is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She was awarded the prestigious 2015 Oscar S. Causey Award for her outstanding contributions to reading research. Dr. Hiebert is a research associate at the University of California, Santa Cruz. She has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and subsequently as a teacher and researcher. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts.
Sharroky Hollie, Ph.D.
Sharroky has trained thousands of educators in the area of cultural responsiveness. He has been a classroom teacher, a professional development coordinator, and a school founder and administrator. Dr. Hollie is a professor in teacher education at California State University Dominguez Hills. He has been a visiting professor for Webster University in St. Louis and a guest lecturer at Stanford and UCLA. He is the author of Culturally and Linguistically Responsive Teaching and Learning 2e © 2017.
Jim Cummins, Ph.D.
Jim is a well-known second language educator and a major contributor to the research in the field of bilingual education. He is a professor emeritus at the Ontario Institute for Studies in Education, University of Toronto. Dr. Cummins focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. The TESOL community credits Dr. Cummins with the concept of Basic Interpersonal Communication Skills (BICS) and Cognitive Language Proficiency (CALP).
Roger Bonair-Agard
Roger is an acclaimed poet, performance artist, and educator. He is an adjunct instructor of creative writing at Fordham University (NYC), a writer-in-residence with Vision Intro Art and a poet-in-residence with Young Chicago Authors. He also teaches poetry at the Cook County Temporary Juvenile Detention Facility in Chicago. Roger is a two-time National Poetry Slam champion. His collections include Bury My Clothes (2013), which was a long-list finalist for a National Book Award. Other poetry volumes include Where Brooklyn At? (2016), Gully (2010) and Tarnish and Masquerade (2006).
Kelly Gallagher
Kelly is one of the leading voices for reading, writing, and literacy education. He teaches at Magnolia High School in Anaheim, California and received the Award for Classroom Excellence from the California Association of Teachers of English. Kelly taught secondary literacy courses at California State University Fullerton and served as the president of the Secondary Reading Group of the International Reading Association. He is the acclaimed author of numerous books, including In the Best Interest of Students: Staying True to What Works in the ELA Classroom (2015), Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts (2011), Readicide: How Schools Are Killing Reading and What You Can Do About It (2009).
William G. Brozo, Ph.D.
William is an expert on literacy development for young adults, boys, and male youth. He is a professor of literacy in the Graduate School of Education at George Mason University in Fairfax, Virginia, and has taught language arts in junior and senior high school in the Carolinas. Dr. Brozo is a distinguished author of numerous books, including Engaging Boys in Active Literacy (2019), Disciplinary and Content Literacy for Today’s Adolescents 6e (2017), RTI and the Adolescent Reader (2011), and To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy (2010).
Sharon Vaughn, Ph.D.
Sharon has published extensive research on literacy education, interventions, children with reading disabilities, and English learners. She is a professor in the College of Education at The University of Texas at Austin. Her publications include Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom (2018); Teaching Reading Comprehension to Students with Learning Difficulties (2015); Strategies for Teaching Students with Learning and Behavior Problems (2014); and Research-Based Method of Reading Instruction (2004).
School Stories
“iLit has inspired me to read more chapter books. … iLit has inspired me to take on bigger books other than small kindergarten books.” Nicholas South Huntington Schools, New York
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