Evaluation Data Sources
Reading achievement data for students in kindergarten through Grade 5
Student survey respondents in Grades 3–5
Teacher survey respondents who taught kindergarten through Grade 6
Teacher focus group participants who taught kindergarten through Grade 5
Classroom observations in kindergarten through Grade 5
Family interviews with families of students in kindergarten and Grades 1, 4, and 5
Student Outcome Findings
Student Reading Knowledge Analyses of the AIMSweb ®4 Oral Reading Fluency subtest revealed promising trends 5 for LitCamp students warranting further exploration with a larger sample and students spanning the full range of achievement. Subgroup analyses revealed a positive trend for English Learner (EL) students such that EL LitCamp students experienced slightly greater gains on the AIMSweb Oral Reading Fluency subtest from spring to fall than EL students in the comparison group across Grades 1–5. Analyses suggest that LitCamp may be providing students with skills that support their academic performance on standardized tests, but most importantly, additional data gathered show the significant impact LitCamp is having on students’ attitudes and beliefs about themselves as readers. Data discussed below highlight how LitCamp supports students' social- emotional learning through texts in an engaging and encouraging environment. Student Behaviors and Attitudes Information about students’ reading behaviors, attitudes toward reading, and social-emotional learning was collected from student and teacher surveys, teacher focus groups, and family interviews. Students across all grades reported positively about their participation in LitCamp. Findings revealed statistically significant changes between baseline and follow-up for students in Grades 3 and 5:
• Reading behaviors. 94% of Grade 5 students reported “reading different kinds of books” after participating in LitCamp (compared to 81% at the beginning of LitCamp).
4 The AIMSweb is a benchmark assessment that informs instruction to improve achievement. Benchmarks are established three times per year for all students using grade-level assessment probes. Reports identify students at risk, help focus areas of individualized instruction, evaluate student progress, and serve as an accountability and communication tool for system improvement. For more information on the assessment, please visit https://www.AIMSweb.com/. 5 Trends are promising in the positive direction but are not statistically significant at the 95% confidence interval.
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SCHOLASTIC RESEARCH & VALIDATION
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