The Effect of Reading Plus on Student Achievement as Measured by the Smarter Balanced (SBAC) Assessment: 2016-17 Instruction | Upper Elementary School | Middle School | English Learner (EL) Purpose of Study: This study focused on the impact of Reading Plus on student achievement as measured by the Smarter Balanced Assessment Consortium (SBAC) English Language […]
The Impact of Differentiated Silent Reading Instruction Targeting Comprehension and Efficiency in Grades 4 and 5 Instruction | Upper Elementary School Summary of Findings: This randomized control trial examined the impact of Reading Plus instruction targeting both reading comprehension and efficiency in students with differing levels of reading efficiency. Results showed that students who began […]
Effects of Scaffolded Silent Reading Practice on the Reading-Related Eye Movements of U.S. Students in Grades 4 and 5 Instruction | Upper Elementary School Summary of Findings: This research evaluated the impact of scaffolded silent reading practice (SSRP) in comparison to “business as usual” instruction. The results suggest that SSRP may be more effective than […]
The Effect of Reading Plus on Student Achievement as Measured by the Smarter Balanced (SBAC) Assessment: 2015-16 Instruction | Upper Elementary School | Middle School Purpose of Study: This study focused on the impact of Reading Plus on student achievement as measured by the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) assessment. Changes […]
The Impact of Reading Plus on Reading Proficiency Growth as Measured by the Smarter Balanced (SBAC) and InSight Assessments: 2015-2016 School Year Assessment | Instruction | Upper Elementary School | Middle School Purpose of Study: This study examined the impact of Reading Plus practice lessons on reading proficiency growth as measured by the Smarter Balanced […]
Reading Motivation and Reading Success: A Two-Way Street Assessment | Instruction | Upper Elementary School | Middle School | High School Purpose of Study: Research has shown that students’ perceptions about themselves as readers can affect not only overall levels of reading effectiveness, but also the extent to which they engage in reading and use […]