Across all tier groups, students who completed the recommended amount of Reading Plus instruction during the school year achieved significantly larger proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2019-2020 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who were enrolled in grades 9 through 12 during the 2019-2020 school year. The focus is on students who completed the InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment (see sidebar).

Students Excluded

Students for whom valid reading rates could not be calculated.

Analyses assumed 2.5 SeeReader lessons per hour.

Key Results:

Across all tier groups, high school students who engaged in the recommended amount of Reading Plus instruction during the school year increased their reading proficiency levels to a significantly greater extent than did students who completed fewer or no lessons. Research has shown that students who increase their reading proficiency using Reading Plus also report increased levels of reading interest and confidence, a finding that was replicated in this study.

The post High School National Results 2019-2020 School Year appeared first on Reading Plus.

Across all tier groups, students who completed the recommended amount of Reading Plus instruction during the school year achieved significantly larger proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2019-2020 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also show that students who were below grade level and engaged in more Reading Plus instruction increased their reading confidence and interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who were enrolled in grades 6 through 8 during the 2019-2020 school year. The focus is on students who completed the InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment (refer to “Tier Groups”).

Students Excluded

Students for whom valid reading rates could not be calculated.

Analyses assumed 2.5 SeeReader lessons per hour.

Key Results:

Across all tier groups, middle school students who engaged in the recommended amount of Reading Plus instruction during the school year increased their reading proficiency levels to a significantly greater extent than did students who completed fewer or no lessons. Research has shown that students who increase their reading proficiency using Reading Plus also report increased levels of reading interest and confidence, a finding that was replicated in this study.

The post Middle School National Results 2019-2020 School Year appeared first on Reading Plus.

Across all tier groups, students who completed the recommended amount of Reading Plus instruction during the school year achieved significantly larger proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2019-2020 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who were enrolled in grades 2 through 5 during the 2019-2020 school year. The focus is on students who completed the InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment.

Students Excluded

Students for whom valid reading rates could not be calculated.

Analyses assume 2.5 SeeReader lessons per hour

Key Results:

Across all tier groups, Reading Plus practice had a significantly positive effect on students’ self-reported reading interest. Differences in reading self-confidence (self-efficacy) were not significant, most likely because most elementary school students were near the top of the confidence scale to being with. Previous research has shown that reading motivation and reading success are closely linked.

The post Elementary School National Results 2019-2020 School Year appeared first on Reading Plus.

Reading Plus Students Achieved Significantly Larger Gains Across all tier groups, students who completed the recommended amount of Reading Plus instruction during the school year achieved significantly larger proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2018-2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who were enrolled in grades 2 through 5 during the 2018-2019 school year. The focus is on students who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment.

Students Excluded

Students for whom valid reading rates could not be calculated.

Key Results:

Across all tier groups, Reading Plus practice had a significantly positive effect on students’ self-reported reading interest. Differences in reading self-confidence (self-efficacy) were not significant, most likely because most elementary school students were near the top of the confidence scale to begin with. Changes in reading motivation are shown in Figure 5. Previous research has shown that reading motivation and reading success are closely linked.

The post Elementary School National Results 2018-2019 School Year appeared first on Reading Plus.

This report describes the progress achieved by English language learners who used Reading Plus while enrolled in grades 2 through 12 during the 2018-2019 school year. Data are reported for all English language learners who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured.

Key Results:

These results show that English language learners who engaged in Reading Plus instruction over the course of the 2018-2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus practice achieved significantly larger gains than their peers who engaged in little or no Reading Plus instruction. These results replicate previous studies documenting the effectiveness of using Reading Plus with English language learners. These results also show that students who engaged in Reading Plus instruction generally developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

The post ELL National Results 2018-2019 School Year appeared first on Reading Plus.

This report describes the progress achieved by Reading Plus students who were enrolled in grades 9 through 12 during the 2018-2019 school year. The focus is on students who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment (see full report for more details).

Key Results:

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2018- 2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

The post High School National Results 2018-2019 School Year appeared first on Reading Plus.

This report describes the reading progress achieved by Reading Plus students who were enrolled in grades 2 through 12 during the 2018-2019 school year. The focus of the report is on students who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year could be measured.

Key Results:

The results of this study show that students in all grade levels who engaged in Reading Plus instruction over the course of the 2018-2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also show that the students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

The post All Tier National Results: 2018-2019 School Year appeared first on Reading Plus.

Across all tier groups, students who completed the recommended amount of Reading Plus instruction during the school year achieved significantly larger proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2018-2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who were enrolled in grades 6 through 8 during the 2018-2019 school year. The focus is on students who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured. Students were divided into three tier groups based on their performance on the initial assessment.

Students Excluded

Students for whom valid reading rates could not be calculated.

Key Results:

Among students with below grade level reading proficiency, Reading Plus practice had a significantly positive effect on middle school students’ self-reported reading interest and reading confidence (self-efficacy). Previous research has shown that reading motivation and reading success are closely linked.

The post Middle School National Results 2018-2019 School Year appeared first on Reading Plus.

Across all grade groups, students in special education who completed 120+ Reading Plus lessons (about 50+ hours) during the school year achieved significantly larger reading proficiency gains than students who did not engage in Reading Plus instruction.

These results show that students in all tier groups who engaged in the recommended amount of Reading Plus instruction over the course of the 2018-2019 school year significantly increased their capacity to comprehend increasingly complex texts, developed their capacity to understand higher levels of general academic vocabulary, and improved their reading efficiency. Students who completed more Reading Plus lessons achieved significantly larger gains than their peers who engaged in little or no Reading Plus practice. The results also showed that students who engaged in more Reading Plus instruction developed more reading confidence and increased their interest in reading. This in turn increases the likelihood that they will continue to use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.

Study Design:

This report describes the progress achieved by Reading Plus students who received special education services while enrolled in grades 2 through 12 during the 2018-2019 school year. Data are reported for all students who completed the Reading Plus InSight silent reading assessment on at least two occasions, once near the start of the school year and again during the spring, so that growth over the school year was measured.

Students Excluded
Students for whom valid reading rates could not be calculated.

Distribution of Students

• Elementary School (ES, Grades 2 through 5) n=899
• Middle School (MS, Grades 6 through 8) n=3,274
• High School (HS, Grades 9 through 12) n=3,655

Key Results:

Among students enrolled in special education, Reading Plus instruction generally had a positive effect on students’ self-reported reading interest and reading confidence (self-efficacy). Previous research has found that reading motivation and reading success are closely linked.

The post SPED National Results 2018-2019 School Year appeared first on Reading Plus.

Less efficient readers achieved larger reading efficiency growth. More efficient readers achieved larger reading achievement gains.

The post Randomized Trial: Students Achieved Significantly Larger Gains appeared first on Reading Plus.

This research evaluated the relationship between eye movement measures of reading efficiency and students’ orthographic knowledge. A strong relationship was found between these measures.

All eye movement measures differed significantly across the stages of spelling/literacy development, with the later stages being associated with faster reading rates, fewer fixations and regressions per word, and shorter fixation durations (p < .001).

These results demonstrate a strong relationship between orthographic knowledge and reading efficiency as measured by comprehension-based silent reading rate and eye movement behavior during reading. While the reciprocal relationship between orthographic knowledge and reading development is well established, this is the first known demonstration of the relationship between orthographic knowledge, comprehension-based reading rate, and oculomotor efficiency across multiple stages of spelling/literacy development.

The post Relationship Between Orthographic Knowledge and Reading Efficiency appeared first on Reading Plus.

Reading Plus was widely used in Florida’s Miami-Dade County School District during the 2013-2014 school year. Among those using the program were many students designated as English Language Learners (ELLs) and receiving English for Speakers of Other Languages (ESOL) services. The purpose of this study was to determine the effects of Reading Plus reading practice on the scores ELL students achieved on the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). At the time, this was the standardized state test administered to all Florida public school students in grades three through ten.

Study Design:

Included in the study were ELL students for whom valid 2013 and 2014 FCAT scores were available (n = 46,171). Among these were 12,845 students who were on English Proficiency Levels 1-4 and receiving ESOL services. The remaining 33,326 ELL students had received ESOL services previously but no longer did so because they had attained English proficiency.

Changes in FCAT scores and levels over the course of one year were examined in relation to English Proficiency Levels and the amount of reading practice students engaged in. The latter was quantified in terms of the number of reading practice lessons completed.

Key Results:

At the elementary, middle, and high school levels, ELL students who engaged in more Reading Plus practice (e.g., 100 or more ~15-minute lessons) achieved significantly larger scale score gains on the reading portion of the FCAT and were significantly more likely to advance to a higher level on the FCAT; e.g., from below satisfactory to satisfactory or above. The largest FCAT score and level gains were seen among ELL students with lower initial levels of English proficiency.

Within the Reading Plus program, ELL students who engaged in more reading practice also achieved significantly larger reading rate gains and were more likely to advance to higher levels of text complexity while continuing to demonstrate good comprehension.

These results indicate that the Reading Plus program is an effective tool for developing reading proficiency in ELL students.

The post Reading Plus Raises the Reading Achievement of EL Students appeared first on Reading Plus.