Title: What is the effectiveness of Reading Plus® on ninth-grade intermediate ELL students’ reading scores as measured by the GRADE™?
Summary of Findings: Reading Plus® demonstrated a statistically significant effect on ninth-grade intermediate ELL students’ reading scores. The Reading Plus® treatment group made significantly higher reading gains than the control group in both vocabulary and reading comprehension as measured by the GRADE™ test.
ResearchBrief1.pdfTitle: Exploring the value-added of a guided, silent reading intervention: Effects on struggling third-grade students’ reading achievement
Summary of Findings: Reading Plus® demonstrated a statistically significant effect on retained third-grade students’ FCAT achievement at a probability level of < .001. By improving from FCAT level 1 to FCAT level 3 or higher, 78% of the Reading Plus® students achieved a passing FCAT level. In contrast, only 32% of the control group students achieved a passing FCAT level, and 45% of the control group students were not able to improve and remained at FCAT level 1. All Reading Plus® students advanced at least 1 FCAT level.
Note: This Brief is a summary of the full article that has been accepted for publication in The Journal of Educational Research
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