تقرير
Heggerty Bridge to Reading Efficacy Study Preliminary Findings: Mid-Year First Grade Gains with MAP Growth and MAP Fluency, School Year 23-24
| العنوان: | Heggerty Bridge to Reading Efficacy Study Preliminary Findings: Mid-Year First Grade Gains with MAP Growth and MAP Fluency, School Year 23-24 |
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| اللغة: | English |
| المؤلفون: | Rachel L. Schechter, Anna Robinson, Isabella Ilievski, Charles River Media Group, LXD Research |
| المصدر: | Online Submission. 2024. |
| Peer Reviewed: | N |
| Page Count: | 30 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Achievement Tests, Academic Achievement, Reading Achievement, Reading Tests, Reading Programs, Achievement Gains, Elementary School Students, Grade 1, Program Effectiveness, Reading Instruction, Phonemic Awareness, Phonics, Formative Evaluation, Reading Skills, Scores, Word Recognition, COVID-19, Pandemics |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| مستخلص: | This study aimed to assess the effectiveness of the Heggerty Bridge to Reading program for first-grade students compared to a business-as-usual reading program by employing a mixed-methods approach encompassing a matched quasi-experimental design, teacher surveys, and interviews. In light of the learning disruptions caused by the COVID-19 pandemic, the study underscores the necessity of explicit reading instruction, with a focus on phonemic awareness and systematic phonics. Results indicate that the Bridge to Reading program, integrating phonemic awareness lessons with daily explicit phonics instruction, significantly improves student achievement on MAP Growth and MAP Fluency formative assessments, leading to higher RIT scores and growth compared to the control group. Analysis of student subgroups reveals significant progress among lower-achieving students, indicating effective support in bridging foundational reading skill gaps from kindergarten. Moreover, the program surpasses the comparison group in meeting projected growth targets, with a greater proportion of students reaching their mid-year growth target. Feedback from educators in the treatment group underscores positive perceptions, with teachers reporting enhanced understanding of reading methods and alignment with literacy development. The study also examines demographic factors and baseline scores, revealing significant impacts in areas such as phonological awareness, phonics, and word recognition. Additionally, the study outlines future steps, including qualitative data collection and end-of-year quantitative analysis, to further elucidate the program's efficacy. These preliminary findings suggest that the Bridge to Reading program holds promise in bolstering student achievement in foundational reading skills, particularly amidst the challenges posed by the COVID-19 pandemic. [This report was published with Heggerty.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED646857 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |