SIPPS: Research Results

Classroom research and teacher observation show that the SIPPS Intervention program is highly effective for a broad range of students.

Grades K–3 Outcome Data

The SIPPS program was evaluated in a comparative study in California. The results of this study are summarized below. You can also download a snapshot of the study here (PDF) or download the Evidence of Effectiveness (PDF).

  • 2 SIPPS schools, one with a large ELL, low-SES population
  • 2 matched comparison schools using another phonics program
  • 547 students, grades 1–3 in Napa, California
  • Slosson Oral Reading Test
  • Assessment in fall and spring (after 7 months of instruction)

Students using the SIPPS program showed significantly greater gains in decoding on a normed assessment test.

Across all classrooms, low SES students fared better with the SIPPS program.

In the SIPPS classrooms, ELL students improved even faster than English speakers.

Grades 9–12 Outcome Data

  • With high school students, the SIPPS program is also more effective.
  • In 2004, it was used in a summer program for struggling readers.
    Austin Independent School District
    Summer 2004
    56 students, grades 9–12, reading below grade level
    Six weeks of instruction
    Pre-post testing using TOWRE (Test of Word Reading Efficiency)
  • At the end of the six-week session, the average decoding gain was 12.5 standard score units in both sight-word and decoding efficiency. This was more than three times the gain found in 2003 when a different program was used.

Using Multiple Programs from DSC

Integrity Charter School in National City, CA opened in fall 2003 with a single classroom at each grade level, K–4. The school’s curriculum included the SIPPS decoding program, the Making Meaning reading comprehension program, and the Caring School Community community-building program. The school added a fifth grade classroom in fall 2004 and a sixth grade classroom in fall 2005.  At the time of the data collection, Integrity Charter School faced strong financial constraints. There was no school-wide library. Each classroom has only one computer. Teachers did not have materials for all content areas and had to design their own learning activities for science and social studies.

During three school years (2003–04 through 2005–06), Integrity’s students made extraordinary progress on the California Standards Tests. The overall percentage of students meeting or exceeding state proficiency standards in both English/Language Arts and Math significantly. You can download a snapshot of the results here.