Built to Change the Trajectory of Struggling Readers in Grades 3–8
RGR partners with districts to pinpoint the literacy skills students are missing, match intervention to those needs, and track progress against clear goals. We also help districts strengthen core reading instruction in PK–3.
Districts have made meaningful investments in evidence-based curriculum, professional learning, assessment, and intervention. Yet reading performance can still vary widely across classrooms, schools, and student groups.
Districts need to know whether instruction is addressing student needs, whether intervention is working, and where support needs to change.
When foundational reading gaps persist, district teams need to understand what is getting in the way. That means looking beyond broad performance data to identify the specific skills students have not yet mastered and whether instruction or intervention is addressing those needs.
For 20+ years, RGR has helped districts turn reading research into practical decisions about instruction, intervention, and educator support so more students make measurable progress.
Our Science of Reading programs drive lasting student outcomes.
Since 2025, RGR students have mastered 15.6 million foundational reading skills — 4.2 million of those in the last quarter alone.
Providing districts with effective tools and resources to improve literacy instruction.
RGR helps districts connect needs with the right instruction, intervention, assessment, and support so reading gaps can be addressed with greater precision across schools.
Every district has different priorities, student needs, and existing systems. RGR strengthens the reading program you already run — whole-class foundational skills instruction, targeted Tier 2 intervention, and decodable texts and hands-on tools that make any core curriculum work harder. Start with the area where stronger support could make the greatest difference.
Support explicit, systematic foundational literacy instruction across classrooms.
Identify the specific skill gaps preventing older students from accessing grade-level text and match intervention to what they actually need next.
Give students meaningful opportunities to apply the phonics skills they are learning with age-appropriate decodable texts designed to support accurate, increasingly fluent reading.
Districts see the greatest impact when assessment, instruction, and intervention are tied to specific student needs and adjusted based on progress.
See how districts are connecting assessment, instruction, and intervention to specific skill gaps and using progress data to strengthen literacy outcomes across schools.
Districts nationwide partner with RGR to strengthen core instruction, match intervention to student need, and see measurable reading progress across schools.
When foundational reading gaps persist, districts need to identify what students need, strengthen the instructional response, and act on evidence of progress before those gaps become harder to close.