How Can You See Silent Reading?
How Can You Teach Silent Reading?
Reading Plus would like to be part of your before, after, and summer school programs!
We the only research-based, SBAC aligned, digital reading solution that integrates the three domains of reading—physical, cognitive, and emotional—to help significantly improve reading skills. Combining adaptive assessment, personalized instruction, and progress monitoring, Reading Plus takes your students from ‘learning to read’ into ‘reading to learn’.
Reading Plus aligns with the services provided by 21st Century Community Learning Centers:
21st Century Learning Center Service Objectives How Reading Plus Delivers
Academic enrichment activities that help students meet state and local achievement standards
A broad array of additional services designed to reinforce and complement the regular academic program
Literacy and related educational development services to the families of children that are served in the program
Rooted in eight decades of research, Reading Plus complements the services provided by 21st Century Community Learning Centers.
As a kid you are always being asked: did you do your best? Though adults ask this question, they really mean did you do better than the other kid next to you. Marley’s campaign, the #1000blackgirlbooks campaign, came about because she was learning how to be her best. She saw a problem and wanted to solve it but didn’t know how to. Her goal wasn’t and isn’t to be the best kid out there collecting books. Her goal is to solve the problem of exclusion. Marley believes that if you focus on being better daily and if you look inside yourself instead of outside to others your personal best will become the world’s best.
Marley Dias is the promising, 11 year-old social activist behind #1000BlackGirlBooks, an international movement to collect and donate children’s books that feature Black girls as the lead character.
The Effect of Reading Plus on Student Achievement as Measured by the Smarter Balanced (SBAC) Assessment
Purpose of Report
This report focuses on the impact of Reading Plus on student achievement as measured by the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) assessment.
Summary of Findings
Students who completed at least 80% of recommended Reading Plus assignments (100 lessons / 30 hours) achieved significantly larger gains on the SBAC ELA assessment in comparison to a group of demographically similar students who had minimal or no Reading Plus use.
The Reading Plus group achieved an average scale score gain of 59 points on the Spring 2016 SBAC ELA assessment (Figure 1). This gain was three times larger (40 points higher) than the one achieved by the comparison group. An SBAC ELA scale score gain of approximately 60 points often results in a student progressing to a higher SBAC ELA achievement level (SBAC scale score ranges).
As measured by the SBAC, Reading Plus students were more likely to improve their ELA achievement levels than the comparison group between Spring 2015 and Spring 2016:
Twice as many Reading Plus students advanced from Level 1 to a higher achievement level (Figure 2a).
Three times as many Reading Plus students advanced from Level 2 (below standard) to Level 3 or 4 (meeting or exceeding the standard) (Figure 2b).
Reading Plus students also were far less likely to lose ground on the SBAC between Spring 2015 and Spring 2016. Only 6% of the Reading Plus group dropped from SBAC ELA Achievement Level 2 to Level 1, while 38% of the comparison group regressed from Level 2 to Level 1 (Figure 2c).
A quasi-experimental ex post facto methodology was used for this study. This approach estimates the effect of Reading Plus by accounting for important student characteristics that may impact the results. The procedure creates “treatment” and “comparison” groups ex post facto (after the fact) to approximate the random assignment of students that would occur in an experimental design study. Specifically, it was possible to match 265 of 355 (75%) students who completed at least 80 Reading Plus lessons during the 2015-16 school year with other students in the district who had minimal or no Reading Plus use but had comparable demographic characteristics, school attendance, and Spring 2015 SBAC ELA scores. The Study Inclusion Requirements (see side panel on page 1) provide additional details about the matching procedure. Table 1 demonstrates that the Reading Plus group and the comparison group were statistically similar and had “baseline equivalence” prior to Reading Plus students completing 106 lessons, on average, during the 2015-16 school year.