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High School Students Across All Tier Groups Achieved Significant Reading Proficiency Gains

Instruction | High School 

Study Profile

Type of Study: Impact

Grades: 2-12

Participants: N = 79,590

Measure: InSight assessment

Publication: Reading Plus Brief, 2020

Authors: Reading Plus Research

Purpose of Study:

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 sidebar).

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.