Elementary Research
TITLE:
The Impact of Reading Plus on Reading Proficiency Growth as Measured by the Smarter Balanced (SBAC) and InSight Assessments: 2015-2016 School Year
SUMMARY OF FINDINGS:
Students who completed at least 80 Reading Plus lessons were more likely to advance from not meeting to meeting the SBAC standard than students who did not engage in Reading Plus. This brief also discusses the strong alignment between the SBAC and InSight assessments.
“Students who engaged in more Reading Plus practice achieved larger gains on both the Smarter Balanced (SBAC) and InSight assessments.”
The Impact of Reading Plus on Reading Proficiency Growth as Measured by the Smarter Balanced (SBAC) and InSight Assessments: 2015-2016 School Year
SUMMARY OF FINDINGS:
Students who completed at least 80 Reading Plus lessons were more likely to advance from not meeting to meeting the SBAC standard than students who did not engage in Reading Plus. This brief also discusses the strong alignment between the SBAC and InSight assessments.
“Students who engaged in more Reading Plus practice achieved larger gains on both the Smarter Balanced (SBAC) and InSight assessments.”
TITLE:
The Effect of Reading Plus on Student Achievement as Measured by the Smarter Balanced (SBAC) 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 (p < .001).
“Three times as many Reading Plus students advanced from SBAC ELA Level 2 (below standard) to Level 3 or 4 (meeting or exceeding the standard) than a comparison group of students.”
The Effect of Reading Plus on Student Achievement as Measured by the Smarter Balanced (SBAC) 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 (p < .001).
“Three times as many Reading Plus students advanced from SBAC ELA Level 2 (below standard) to Level 3 or 4 (meeting or exceeding the standard) than a comparison group of students.”
TITLE:
Reading Plus Significantly Raises Achievement for English Language Learners (ELLs).
SUMMARY OF FINDINGS:
Reading Plus usage by ELL students was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use resulted in larger FCAT scale score gains, higher percentages of students advancing one or more levels on the FCAT, and more students achieving a satisfactory level or higher. Gains among ELL students with lower levels of English proficiency were exceptionally large.
“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in ELL students.”
Reading Plus Significantly Raises Achievement for English Language Learners (ELLs).
SUMMARY OF FINDINGS:
Reading Plus usage by ELL students was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use resulted in larger FCAT scale score gains, higher percentages of students advancing one or more levels on the FCAT, and more students achieving a satisfactory level or higher. Gains among ELL students with lower levels of English proficiency were exceptionally large.
“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in ELL students.”
TITLE: Reading Motivation and Reading Success: A Two-Way Street
SUMMARY OF FINDINGS: This report focuses on two key domains of motivation (reading interest and reading confidence) and how they relate to reading comprehension, efficiency, and overall reading proficiency. Across all grade groups (grades 2-5; 6-8; and 9-12), students who reported higher levels of interest and confidence also demonstrated significantly higher levels of reading comprehension and reading efficiency (p < .001). As well, increases in interest and confidence over the school year were larger in students who increased their reading proficiency to a greater extent.
“Reading motivation and reading success go hand-in-hand.”
TITLE: Reading Motivation and Reading Success: A Two-Way Street
SUMMARY OF FINDINGS: This report focuses on two key domains of motivation (reading interest and reading confidence) and how they relate to reading comprehension, efficiency, and overall reading proficiency. Across all grade groups (grades 2-5; 6-8; and 9-12), students who reported higher levels of interest and confidence also demonstrated significantly higher levels of reading comprehension and reading efficiency (p < .001). As well, increases in interest and confidence over the school year were larger in students who increased their reading proficiency to a greater extent.
“Reading motivation and reading success go hand-in-hand.”
TITLE: Reading Efficiency: The Gateway to Comprehension & Motivation
SUMMARY OF FINDINGS:When reading is slow and arduous, comprehension and motivation suffer. Analyses of national data clearly showed that students who read more efficiently also had higher levels of comprehension and motivation. Across all grade groups (grades 2-5; 6-8; and 9-12), students in higher reading rate quartile groups always achieved significantly higher comprehension levels and reported significantly higher levels of reading interest and self-efficacy (p < .001).
“Reading efficiency gains together with improved reading comprehension contribute to significant reading proficiency growth. Reading efficiency is critically associated with continued enthusiasm for reading and perseverance throughout the high school years.”
TITLE: Reading Plus® Significantly Raises the Reading Achievement of Both Lower- and Higher-Performing Students
SUMMARY OF FINDINGS: Across all grades, Reading Plus practice was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). This was true for students who previously had below satisfactory performance on the FCAT, as well as those who previously had satisfactory or above satisfactory performance.
“These results suggest that the Reading Plus program is an effective tool for increasing reading proficiency in both lower- and higher-performing students.”
TITLE: Reading Plus® Significantly Raises Achievement for Students with Learning Disabilities
SUMMARY OF FINDINGS: Across all grades, Reading Plus practice by students with Learning Disabilities (LD) was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use also resulted in more than three times as many students with LD advancing from below satisfactory to a satisfactory level or higher on the FCAT.
“These results suggest that the Reading Plus program is an effective tool for increasing reading proficiency in Students with Learning Disabilities.”
TITLE: Reading Plus® Significantly Raises Achievement for Students Eligible for Subsidized Lunch.
SUMMARY OF FINDINGS: Students from families with incomes ranging up to 185 percent of the poverty threshold are eligible for free or reduced price lunch. For this reason, eligibility for subsidized lunch is often used as a proxy measure for family income. Across all grades, Reading Plus practice by students who are eligible for free or reduced price lunch was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). In addition, Reading Plus students receiving subsidized lunches were significantly more likely than their higher income peers who did not use Reading Plus to advance from below satisfactory to a satisfactory level or higher on the FCAT.
“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in students from lower-income families.”
SUMMARY OF FINDINGS: Students from families with incomes ranging up to 185 percent of the poverty threshold are eligible for free or reduced price lunch. For this reason, eligibility for subsidized lunch is often used as a proxy measure for family income. Across all grades, Reading Plus practice by students who are eligible for free or reduced price lunch was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). In addition, Reading Plus students receiving subsidized lunches were significantly more likely than their higher income peers who did not use Reading Plus to advance from below satisfactory to a satisfactory level or higher on the FCAT.
“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in students from lower-income families.”
