Reading Application™ Accelerates Kindergarten Students’ Achievement of Early Literacy Skills (Poster 36)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Literacy and Mathematics Instruction

Abstract

This study builds on an earlier study showing a positive relationship between [Reading Application] usage and literacy achievement. To understand the impact of [Reading Application] on students’ foundational reading skills, we conducted a quasi-experimental study comparing Kindergarteners that used the reading program and students in the same districts that did not use the program. Propensity score weighting was used to address potential biases in baseline differences, and we used hierarchical linear modeling to account for the nesting of students within classrooms. We found that kindergarteners who used [Reading Application] significantly outperformed their comparison group peers on the state-administered end-of-year literacy assessment, with greater scores demonstrated by students who used the program more.

Authors

• Amanda Siebert-Evenstone, Age of Learning

• Hee Jin Bang, Age of Learning