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Overview: Reading In Motion commissioned 3D Group, a firm that helps companies to make data-driven decisions, to conduct a research study to determine the impact of Reading In Motion's After SchoolTraining for teachers on students' reading skills. Methods: Eight teachers were trained to implement Reading In Motion's curriculum in the fall of 1999. Training sessions took place after school, twice per week, over a ten-week period. After each session, teachers implemented a lesson from the curriculum in their classrooms. The students in these classrooms were pre- and post- tested on their reading comprehension skills. The test results were scored by grade level and month in the school year. For example, a student with a 5.7 score is reading at the national norm for a fifth grade student in the seventh month of the school year.Average Grade Equivalent improvement across grades compared to expected improvement in the national sample. (Graph courtesy of the 3D Group, Berkeley, California, 2000)
Results: Students whose teachers had been trained in the Reading In Motion curriculum improved their reading skills by 128% more than the national norm. In the language of the 3-D Group's report: As indicated in the figure above, the study sample improved an average of 8 months instead of the 3.5 months that would have been expected based on the national norms sample. These finding indicate that, across all grades, improvement increased significantly more than would have been expected in a national sample of more than 77,000 students. The results provide strong evidence that the Reading In Motion teachers improve their students' reading scores more than would have been expected during the study period had they not implemented the Reading In Motion curriculum. |
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