Reading Plus

High School Research

TITLE:

Reading Motivation and Reading Success: A Two-Way Street

SUMMARY OF FINDINGS:

This report focuses on two key domains of motivation (reading interest and reading confidence) and how they relate to reading comprehension, efficiency, and overall reading proficiency. Across all grade groups (grades 2-5; 6-8; and 9-12), students who reported higher levels of interest and confidence also demonstrated significantly higher levels of reading comprehension and reading efficiency (p < .001). As well, increases in interest and confidence over the school year were larger in students who increased their reading proficiency to a greater extent.

“Reading motivation and reading success go hand-in-hand.”

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TITLE:

Reading Efficiency: The Gateway to Comprehension & Motivation

SUMMARY OF FINDINGS:

When reading is slow and arduous, comprehension and motivation suffer. Analyses of national data clearly showed that students who read more efficiently also had higher levels of comprehension and motivation. Across all grade groups (grades 2-5; 6-8; and 9-12), students in higher reading rate quartile groups always achieved significantly higher comprehension levels and reported significantly higher levels of reading interest and self-efficacy (p < .001).

“Reading efficiency gains together with improved reading comprehension contribute to significant reading proficiency growth. Reading efficiency is critically associated with continued enthusiasm for reading and perseverance throughout the high school years.”

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TITLE:

The Effect of Reading Plus® on Reading Proficiency Growth: National Results for the 2015-2016 School Year

SUMMARY OF FINDINGS:

Students who completed at least 100 Reading Plus lessons significantly increased their capacity to comprehend progressively more complex texts, developed their capacity to understand higher level vocabulary, and improved their reading efficiency. (p < .001). The results also showed that students developed more confidence and increased their interest in reading.

“Reading Plus practice improves students’ reading proficiency and motivation, which in turn increases the likelihood that they will use reading as a means to expand their knowledge, to be entertained, and to seek inspiration.”

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TITLE:

Reading Plus® Significantly Raises the Reading Achievement of Both Lower- and Higher-Performing Students

SUMMARY OF FINDINGS:

Across all grades, Reading Plus practice was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). This was true for students who previously had below satisfactory performance on the FCAT, as well as those who previously had satisfactory or above satisfactory performance.

“These results suggest that the Reading Plus program is an effective tool for increasing reading proficiency in both lower- and higher-performing students.”

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TITLE:

Reading Plus® Significantly Raises Achievement for Students with Learning Disabilities

SUMMARY OF FINDINGS:

Across all grades, Reading Plus practice by students with Learning Disabilities (LD) was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use also resulted in more than three times as many students with LD advancing from below satisfactory to a satisfactory level or higher on the FCAT.

“These results suggest that the Reading Plus program is an effective tool for increasing reading proficiency in Students with Learning Disabilities.”

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TITLE:

Reading Plus® Significantly Raises Achievement for Students Eligible for Subsidized Lunch.

SUMMARY OF FINDINGS:

Students from families with incomes ranging up to 185 percent of the poverty threshold are eligible for free or reduced price lunch. For this reason, eligibility for subsidized lunch is often used as a proxy measure for family income. Across all grades, Reading Plus practice by students who are eligible for free or reduced price lunch was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). In addition, Reading Plus students receiving subsidized lunches were significantly more likely than their higher income peers who did not use Reading Plus to advance from below satisfactory to a satisfactory level or higher on the FCAT.

“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in students from lower-income families.”

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TITLE:

Reading Plus Significantly Raises Achievement for English Language Learners (ELLs).

SUMMARY OF FINDINGS:

Reading Plus usage by ELL students was associated with highly significant (p<.001) increases in reading proficiency as measured by the reading portion of the Florida Comprehensive Assessment Test 2.0 (FCAT). Reading Plus use resulted in larger FCAT scale score gains, higher percentages of students advancing one or more levels on the FCAT, and more students achieving a satisfactory level or higher. Gains among ELL students with lower levels of English proficiency were exceptionally large.

“These results suggest that the Reading Plus program is an effective tool for developing reading proficiency in ELL students.” 

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Title:

The Decline of Comprehension-Based Silent Reading Efficiency in the U.S.: A Comparison of Current Data with Performance in 1960

Summary of Findings:

This national study measured the comprehension-based silent reading efficiency of U.S. students in Grades 2, 4, 6, 8, 10, and 12, and compared the results to those obtained from U.S. students in 1960. The results suggest that, in comparison to 1960, present-day students are less efficient readers and are more reliant on the sub-lexical analysis of text, rather than reading with the automaticity that can only be developed with practice and wide reading.

“The present research adds to an ample body of evidence suggesting that the reading proficiency of students in the U.S. is declining. The majority of our high school graduates lack adequate reading proficiency and have little experience with the sorts of challenging text they will face in postsecondary educational settings.”

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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.

“The Reading Plus group also achieved significantly higher gains within both Vocabulary and Comprehension Composite subcomponents.”

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Title:

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

Authors:

Timothy Rasinski, S. Jay Samuels, Elfrieda Hiebert, and Yaacov Petscher

Publication:

Reading Psychology, Vol. 32, No. 1, January 2011, pp. 75-97

Summary:

The study examined a large-scale implementation of Reading Plus to validate the effects as well as the feasibility of deployment of Reading Plus within a wide range of school settings. A total of 16,143 students from grades 4 through 10 in 23 schools in Regions II and III in the Miami-Dade County Public Schools participated in the study.

Findings:

Results indicated that students participating in Reading Plus for a minimum of 40 or more lessons over approximately six months made significantly greater gains on both the criterion-referenced and norm-referenced reading tests that are part of the Florida Comprehensive Achievement Test (FCAT) than students who did not participate in the program. Positive results also were demonstrated for various subpopulations often considered at risk for reading difficulties. African-American, Latino-American, special education, and learning disabled students who participated in the Reading Plus intervention demonstrated significantly and substantially greater gains in measures of reading achievement on both the CRT and NRT portions of the FCAT than students not participating in the intervention.

Title:

The Effect of the Reading Plus Program on Reading Skills in Secondary Students

Author:

North East Florida Educational Consortium’s Foundation for Rural Excellence (NEFEC) and Educational Learning Systems, Inc.

Unpublished study conducted by North East Florida Educational Consortium’s Foundation for Rural Excellence (NEFEC) and Educational Learning Systems, Inc.

Findings:

While the control group showed no significant gains on the Gates-MacGinitie Reading Test, the treatment group made statistically significant gains (from pre-test scores of 33.7 to post-test scores of 42.3). The treatment group also made higher gains on the Visagraph GLE (3.6 to 6.8) than the control group (4.0 to 4.6), as well as the Visagraph Reading Rate with Comprehension (142.5 to 182.9 for the treatment group and 140.4 to 149.5 for the control group). On the FCAT, the treatment group showed the most gains with a score change of 220.18, while the control group showed lesser gains with a score change of 142.4.