SCHOLASTIC LITERACY
2
• Teacher-led whole-group instruction focuses on book-centered, standards- informed, and skills-rich reading and writing instruction. Teachers engage students using read-alouds, shared/close reading, cross-textual analysis, mentor texts, micro-lessons, and craft/structure analyses. • Teacher-led small-group instruction offers more data-informed differentiated instruction capitalizing on guided reading, strategy groups, phonics, foundational skills, word, study, and literature circles. • Independent instruction provides students additional learning support through three digital learning programs, F.I.R.S.T., W.O.R.D., and Literacy Pro. F.I.R.S.T. provides digital instruction in foundational skills (phonemic awareness, phonics, and comprehension) for students in preK-2; W.O.R.D. provides digital game- based vocabulary instruction built around 2,500-word families; Literacy Pro is a web-based program that provides access to a digital library (eBooks), as well as connections to a collection of hardcopy paperback titles that can be read offline. Through Literacy Pro, students can track the books they are reading, log their independent reading, and monitor their reading growth over time.
Method
Research Design This study analyzed reading progress monitoring assessments from the 2022-23 school year in the South Carolina school district. Specifically, Reading RIT Growth scores from NWEA’s Measures of Academic Progress (MAP) assessment were analyzed in these quantitative achievement analyses. A quasi-experimental design (QED) was used to compare reading achievement of Scholastic Literacy students to matched comparison student data obtained from a Similar Schools Report provided by NWEA, through district leaders. A Similar Schools Report contains data from students who, relative to the intervention (public school district) sample, come from schools in a similar area (urban, suburban, rural), with similar percentages of free and reduced meals students (FARMS). Additionally, students as a group are matched on the basis of grade level and prior MAP reading achievement, as well as demographic variables including gender and ethnicity. This creates a “virtual control group” of students, allowing for a direct comparison of MAP score growth between students who used Scholastic Literacy and otherwise similar students who did not use Scholastic Literacy. Participants A small-city school district of approximately 21,000 students across 32 schools located in South Carolina was used for this study. White students constitute the largest
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