Middle School Reading Gains Using Readable English

METHODS

English speaking students both with and without reading disabilities received an average of 63 hours of instruction in either Readable English or Amplify ELA in SY 2020-2021. Teachers in both condition groups received program training and instructional coaching. All students were pre- and post-tested with EasyCBM Reading Benchmarks. Students at/below the 30th percentile on either EasyCBM fluency or comprehension benchmark were assessed with the Woodcock Reading Mastery Tests, 3rd Edition (WRMT-3).

Results

Students who received instruction in Readable English greatly benefitted from reading fluency instruction and support even when they scored in the low average range. Improvements in EasyCBM reading rate (η_p² = 0.18 [large effect]) and accuracy (η_p² = 0.08 [moderate effect]) positively impacted reading comprehension (η_p² = 0.25 [very large]) for students in all grade levels. The very large reading comprehension effect size achieved by the Readable English intervention groups are rare for middle school students. These significant and positive reading outcomes are likely the result of the multiple component instruction Readable English provides that supports and remediates all the underlying reading skills that, in turn, support comprehension. Readable English students grew 2 grade levels in reading comprehension in fewer than 6 months of instruction, including interruption for holiday school breaks.

Conclusions

Readable English is highly effective and educationally sustainable across multiple platforms, so schools can support students with differing needs across all grade levels. The data show that Readable English is a strong reading program able to close reading gaps and grow students to grade level reading proficiency.

Reference

Coggins, J. (2023). “Righting Reading in Middle School: Reading English Helps Underperforming Adolescent Readers.” Journal of Education for Students Placed At-Risk, Johns Hopkins University. https://doi.org/10.1080/10824669.2023.2216934

Status: Peer-reviewed, published.