Literacy Programs Research

In the 2023-2024 school year, Lake Wales Charter Schools collaborated with Literacy Geeks to enhance their students' reading comprehension skills. Through the Literacy Chops program, all students in the reading success classes engaged in targeted practice to build their confidence as readers and improve their performance on both state and local assessments. Teachers assigned 2-3 Quests each week, leveraging Literacy Chops' adaptive reading practice, comprehensive assessments, Clarity Data, and responsive curriculum to address individual learning gaps effectively.

The results of the assessment data collected and reviewed in this project are consistent with the published research findings on teen literacy. Explicit literacy instruction results in improved interactions adolescents have with text and raises their achievement level in writing. This study demonstrated that following the LiteracyTA lesson and unit structure and utilizing the LiteracyTA teacher and student resources for reading, writing and collaboration have a positive effect on achievement.

Horry County Schools partnered with Quindew from 2021-2024. 11,500 middle school students used Quindew three times a week in their English Language Arts (ELA) classes to strengthen their deep reading comprehension skills. Horry County's goal was to build students' confidence as readers and improve performance on the SC Ready Reading Assessment. Last year, Horry County Schools' Middle School students grew on average 10 points on the SC Ready--South Carolina's State Literacy test.

According to the National Assessment of Educational Progress (NEAP), average reading scores have remained the same since 1992. More concerning is that 8th grade students on average are reading below proficiency since 1992 and 12th grade students have steadily dropped since 1992. What's worse, our most vulnerable students have dropped more than any other group. Currently, only 34% of secondary students in the United States are reading at or above proficient. When we factor in the learning loss that happened between 2020-2021, it becomes clear that more time and resources must be spent on explicitly teaching reading.

This report illuminates what is possible when it comes to reading instruction at the secondary level and show the difference between assigning reading and teaching reading.

This case study highlights the intentional work of building a successful reading culture in three middle schools in Horry County Schools, South Carolina.

Middle school students grades 6-8 who learned on Quindew made significant growth during the 2021-2022 school year. Students who were identified as being moderately and highly engaged and who completed more than three seasons excelled beyond their peers.

Middle schools across the United States partnered with Quindew to support the teaching and evaluation of deep reading comprehension skills during the 2021-2022 school year. Quindew successfully strengthened students' confidence as readers and improved performance on state and local reading assessments. Teachers who assigned 2-3 Quests each week, targeted learning gaps with Quindew's Clarity Data and Curriculum Pack, and celebrated students' achievements saw significant growth.

Horry County Schools partnered with Quindew for the 2021-2022 school year. All middle school English language arts (ELA) classes used Quindew to support the teaching of deep reading comprehension skills. Their goal was to build students' confidence as readers, and improve performance on NWEA's MAP reading assessment. Teachers used Quindew in small group rotations, assigned 2-3 Quests each week, targeted learning gaps with Quindew's Clarity Data and Curriculum Pack, and celebrated students' achievements.

I.S. 98 - Bay Academy's middle school students who learned on Quindew for the recommended 2-3 times a week made significant growth during the 2021-2022 school year. Engaged students who completed at least three Seasons showed the greatest reading growth.

Middle school students who read on Quindew consistently also reported to have more confidence as readers. They increased their time on task, improved their reading fluency, and strengthened their deep reading comprehension skills.

Quindew mitigates learning loss and addresses learning needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness and children in foster care. High-quality reading assessments provide up-to-the-minute data to accurately assess students' academic progress and to quickly respond to students' needs.

Quindew's reading data, when compared to NWEA MAP RIT, PARCC, SBAC, and iReady scores, are statistically correlated and can reliably predict how a student will perform on these types of national reading tests.

Quindew is the perfect Tier II supplemental resource. Group students based on need for targeted, small group instruction, get individualized learning pathways for each student, stay informed with up-to-the-minute progress monitoring of student reading data, and enjoy clear and actionable data for teams to use to make decisions related to performance.

The purpose of this document is to identify academic competencies and expectations in order to better understand what secondary teachers can do to help prepare students for post-secondary reading demands. It is also the purpose of this document to investigate what scholars and organizations in the field have said about adolescent literacy and to see what has been done to bridge the gap between what secondary students are learning and what colleges and universities expect them to know and do.

Maya and Yuna immigrated from Japan in 2018 and were reading at the 4th grade level, 2+ years behind their peers. After completing 75 Quindew reading lessons over two school years, Maya climbed to an impressive 7.8 reading grade level and Yuna catapulted to 10.8 reading grade level. These are truly extraordinary students with an incredible story to share.