Scientifically Based Reading Research
Return to Supporting Research Page
The following studies include research that
|
- |
employ systematic, empirical methods that draw on observation or experiment |
|
- |
involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn |
|
- |
rely on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations |
|
- |
have been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review. |
1. Six year study at Seattle Hill Elementary School, Snohomish School District, Everett, Washington: Tracked students who were taught Discover Intensive Phonics in kindergarten through their sixth grade year, noting their reading scores on a yearly basis through the use of the Washington Assessment of StudentLearning (WASL) exam. Final results showed that there was never a decline in their reading ability and by sixth grade they were reading in the 90th percentile as compared with scores of 72.3 for other sixth graders in their district and scores of 55.6 for other sixth graders in their state.
2. A study was conducted by Dr. Susan Cobb, PhD; Walter Peach, PhD; Charles Bonds, PhD; and Doris Kennedy, PhD, all of Georgia Southern University. They implemented the program within a six-week summer program for students with learning and/or behavior problems. Using the Brigance Inventory as a pre- and post -test measure, significant gains were noted in reading and reading related skills for 22 of the students with mean score gain for the remaining 17. Results were published in Reading Improvement, a journal for reading. Fall 1990, Volume 27, Pgs 218,219.
3. A parish-wide study was conducted in Webster Parish, Minden, Louisiana. From October 1997 until May of 1998 the Discover Intensive Phonics method was implemented in most of the K-3 classes in twelve elementary schools. In October only 35% of students were reading above grade level, but by May that level had increased to 56%.
4. A year long study of two first grade classes using Discover Intensive Phonics was conducted at Hale Elementary school in Chicago, IL. SAT data collected at the end of the year showed that the Intensive Phonics average in word study skills was 91% as compared with 37% for the rest of the school; 95% in word reading as compared with 66% for the rest of the school; 91% in comprehension as compared with 68%; 91% in listening as compared with 76%; and 97% in spelling as compared with 71%. The complete study also compares these two first grades with the entire school district #130 of which Hale Primary is a part.
5. A six-month study of three elementary schools at the Barnett Elementary School in Payson, UT, included one class of Chapter I children. The Gates-Macginitie was used as an assessment tool. Pre-tested in September and post-tested in February, the children showed a 1.5-year gain in Vocabulary and a 1.4-year gain in Comprehension.
6. Four-month study conducted by V.A.K.T. Reading Project, Robert Petrie, Special Education, at Central Elementary School in Commerce City, Colorado. Mr. Petrie studied 24 third grade students including five identified with learning disabilities. He used the California Tests of Basic Skills and the PIAT-R Reading Recognition Test as assessment tools. In four months time 62% of the students showed six months or more growth.
Seattle Hill Elementary
The study conducted at Seattle Hill Elementary School, Snohomish School District, Everett, Washington is significant in that it tracked students using Discover Intensive Phonics for Yourself since 1992. Students who started Discover Intensive Phonics showed continuous improvement over a six-year period - there was never a decline. In 1998 (now in 6th grade) students who received Discover Intensive Phonics in Kindergarten are now reading in the 90th percentile in the Washington Assessment of Student Learning (WASL).
Principal Tom Churchill wrote the following letter, which accompanied the study.
Thank you for your recent inquiry regarding our reading success at Seattle Hill. We have utilized the Intensive Phonics Program in all K - 2 classrooms since 1992. The decision was made to add a stronger phonics instructional piece to our primary classes. All staff attended in-service training provided by Becky Marks, a teacher in our district, trained in the Intensive Phonics Program.
Seattle Hill has had little turnover in our K - 2 teaching staff during this time period. Therefore, the success of this program continues to grow as experience enables. It is a tribute to the Seattle Hill staff to stay committed to phonics instruction even though the phonics wars continue to rage in our district and throughout the nation.
Some of the more significant factors in measuring the success of our Reading Program are our scores on both the norm-references CTBS and the criterion-referenced Washington Assessment of Student Learning. Attached you will find some of our data from these two assessments. Can we conclude our excellent reading scores are a result of a commitment to Intensive Phonics? We feel strongly there is a causal relationship in effect here. If it were due simply to socioeconomics then other schools with our demographics would be scoring similarly. Our scores on the WASL are among the highest in the state.
We are committed to continuing a strong focus on phonics instruction at Seattle Hill. Intensive Phonics is an excellent vehicle. Please let me know if we can be of any help in promoting this fine program.
|
||||||||||||||||||||
|
||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||