Miami Dade County, Florida
Dade County Public Schools conducted an independent analysis of interventions used within their district. The analysis examined students in grades 3 through 10 who were at different levels of ability. The analysis was conducted to determine the effectiveness of programs in improving students’ reading and/or math FCAT scores.
The results showed that Reading Plus had a significant positive effect for students of all ability levels and at all grade levels. This report was also conducted for the 2010/2011 school year with nearly identical results leading Miami Dade Public Schools to state that Reading Plus was found to have a consistent beneficial impact on the achievement of the students who used the program.
Exploring a guided, silent reading intervention: Effects on struggling third-grade readers’ achievement
D. Ray Reutzel, Yaacov Petscher, and Alexandra N. Spichtig
The Journal of Educational Research Volume 105, Issue 6, September 2012, pp. 404-15
The purpose of this study was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study.
Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test (FCAT) criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, one full standard deviation, when comparing the two comparison groups’ mean posttest scores. As such, this study indicates a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment.
The Effect of the Reading Plus Program on Reading Skills in Second Graders
John Shelley-Tremblay and Joshua Eyer
Journal of Behavioral Optometry, Vol. 20, No. 3, 2009
The study assessed gains in reading skills and oculomotor efficiency in second graders in a public school in Woodland, TX.
Results demonstrated that Reading Plus produced significantly larger gains than randomly assigned controls in comprehension and word knowledge in normally achieving second graders. These results suggest that, in addition to the findings of Solan and collaborators using poor readers, normal and above-average readers in a normal classroom setting can benefit significantly from the addition of Reading Plus to their school curriculum. Analysis of the Visagraph data demonstrated that measures of ocular efficiency were significant predictors of changes in reading skills.
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction
Report of the National Reading Panel, Report of the Sub-Groups (MIH Publication No. 00-4754). Washington, D.C.: U.S. Government Printing Office. 2000
The report reviewed and assessed scientific research on reading instruction conducted by the National Reading Panel and various other researchers. In the chapter on fluency, it describes how eye-movement research in the past “has provided a perspective from which to observe the fluent reading process.” Through studies of eye-movement measures by Stanford E. Taylor, founder of Taylor Associates, and other researchers, it was found that fluent readers make fewer fixations, shorter duration of fixations, and fewer regressions than those of poor readers. Taylor’s norms for oculomotor behavior with over 12,000 students were cited.
Evaluation of an Eye-Movement Recording Technique in a Population of Autistic Children
Darrel G. Schlange, Janice E. Scharre, and Brian Caden
Optometry and Vision Science, 74, poster 27, 1997
The purpose of this study was to evaluate Taylor Associate’s Visagraph II for recording fixations and saccades in autistic children.
The study suggested that this technique has clinical value for evaluating eye-movement skills in a population of autistic children. Guidelines are provided to assist the clinician in interpreting the results and integrating them with data from other members of the interdisciplinary team.