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English Learner Students Across All Tier Groups Achieved Significant Reading Proficiency Gains

Instruction | Upper Elementary School | Middle School | High School | English Learners

Study Profile

Type of Study: Impact

Grades: 2-12

Participants: N = 4,928

Measure: InSight assessment

Publication: Reading Plus Brief, 2020

Authors: Reading Plus Research

Purpose of Study:

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.