Phonological Awareness Lessons Research Study Kindergarten, 2022-2023, Mid Year Report

Autor/inn/en	Schechter, Rachel L.; Lynch, Alicia D.
Institution	Charles River Media Group, LXD Research
Titel	Phonological Awareness Lessons Research Study Kindergarten, 2022-2023, Mid Year Report
Quelle	(2023), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Phonological Awareness; Kindergarten; Student Characteristics; Reading Skills; Program Effectiveness; Reading Achievement; Low Achievement; Intervention; Disadvantaged Youth; At Risk Students; California + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseleistung; Unterdurchschnittliche Leistung; Benachteiligter Jugendlicher; Kalifornien
Abstract	This study aims to measure the impact of 95 Percent Group's Phonological Awareness Lessons (PA Lessons), an intervention program designed primarily for Tier 2 or 3. The study is a replication of Schechter & Lynch (2023) research conducted in the same medium-sized school district, Val Verde Unified School District, in California during the 2021-2022 school year. It presents the fall results from September 2022 to January 2023 using Acadience? Reading data. The same school groups (treatment with PA Lessons and comparison without the PA Lessons) continue from the previous study and therefore uses a quasi-experimental design to generate evidence of the program's impact that aligns with evidence standards associated with ESSA Level 2 (Moderate). A total of 527 kindergarten students from 11 schools who were well below/below benchmark in the Fall of 2022 participated in the study. Of these students, 257 were in the treatment group, and 270 were in the comparison group. The demographic characteristics of the comparison group included 56% males, 3% with special education (SPED) status, 44% English Language Learners (ELL), 88% from diverse ethnic/racial backgrounds, and 24% identified as foster/homeless. Similarly, the treatment group demographics comprise 51% males, 2% with SPED status, 36% ELL, 87% from diverse ethnic/racial backgrounds, and 20% identified as foster/homeless. Results of the study found that using PA Lessons substantially impacted student growth for Tiers 2 & 3 over the fall. PA Lesson schools had reduced Well Below Grade Level by half (67% to 28%). Comparison schools only reduced the group by less than a third (67% to 47%). Notably, 41% of PA Lesson students were At/Above grade level mid-year, compared to only 25% in other schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01