Six Reasons Why the Ron Clark Academy Loves Reading Plus
At a time when schools are facing increased pressure to raise their standardized test scores, one school in Atlanta found a way to increase its reading scores to among the highest in the country. Ron Clark Academy (RCA) has reported that in just one academic year, the percentage of students scoring above the national average increased from 78.3% to 97.2% due to their use of Reading Plus.
"Here at Ron Clark Academy, we have been able to help our students raise their test scores by using unique methods that incorporate innovation and creativity," states Ron Clark, founder of the academy. "I love Reading Plus because as a teacher and as an administrator, the results are outstanding!"
The Atlanta-based academy was so pleased with the results achieved with Reading Plus, it produced this video to explain how the program is implemented in the school, and why this reading intervention program has been so successful in helping students at all reading levels improve their comprehension.
Mark Taylor, CEO of Reading Plus, congratulated Ron Clark and his students, saying, "We are honored that Reading Plus is part of the incredible curriculum at RCA. The educators and students of RCA should be very proud of their amazing reading gains."
Reading Plus is a cutting-edge technology that is the culmination of more than 80 years of pioneering research and innovation. Reading Plus is a web-based program that transforms how, what, and why students read. It is the only Common Core aligned reading intervention program that prepares students to engage with complex text by developing all three dimensions of successful readers—capacity, efficiency, and motivation—which are the foundation of success. Learn more about the program at www.readingplus.com.
Ron Clark Academy, founded by Ron Clark and Kim Bearden, is a highly acclaimed, non-profit school that serves as a training center for educators from around the world. Mr. Clark, a recipient of Disney's Teacher of the Year award, is known internationally for his unique teaching strategies that result in academic success and student achievement. He is the author of numerous award-winning books about education, and he appears often on TV to discuss his passion for helping students succeed. Learn more about Mr. Clark and his academy at www.ronclarkacademy.com.
Elementary Research Findings
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.”