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.”
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.”
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.”