Content Area

About the Program

By providing a comprehensive set of connected resources for all learners in grades K–6, Wonders offers educators the ability to adapt instruction with confidence as students grow.

Combining the work of literacy experts with research on social emotional learning, Wonders helps you strengthen skills, bolster learning, and encourage independence, enhancing the important and inspiring work you do in your classroom, every day.


Classroom Packages

With all resources available in both print and digital options, Wonders offers a variety of package options to fit your specific needs.

Our Comprehensive Student Package includes the consumable student Reading/Writing Companion (one per year for the length of the subscription), the hardcover Literature Anthology, and the Student Digital Workspace.

If you have used Wonders before or are interested in using the Literature Anthology as an e-book, our Extension Packages include the consumable student Reading/Writing Companion (one per year for the length of the subscription) and the Student Digital Workspace.

For those interested in using the Reading/Writing Companion as a Black-line Master, Wonders can be purchases with a 6-year digital subscription and one year of the print student edition. Wonders is also available in a 100% digital version with the Student Workspace and Teacher Workspace.

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Research Base

Independent Education Research and Evaluation Databases

Randomized Controlled Studies


  • Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention
    This report shows an experimental/comparison study of secondarylevel, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urhan and suburban communities. Experimental schools implemented a three-tier model of intervention. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

Other Scientific Research