Program Data
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Reading Power uses universal assessments throughout the academic year to measure student growth. Students are also assessed daily to inform the next day’s instruction. This individualized intervention supports development of fundamental skills and independent reading practices. For full data analysis, see our Annual Report. |
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Kindergarten
The goals for tutored kindergarten students are to develop story listening skills, to increase alphabet and letter/sound knowledge, and to strengthen phonemic awareness (the ability to discriminate between individual sounds). All of this is accomplished while fostering a love of literacy. These early skills are the main predictors of first grade reading success. The ISEL (Illinois Snapshots of Early Literacy) is an individually administered assessment of a student’s early literacy knowledge.
Four subtests of the ISEL are administered:
In 2020-2021, kindergarten students had an average growth of 92% during a year of virtual learning. This data indicates that tutored kindergarten students showed measurable growth, nearly surpassing the 20% percentile at-risk goal, despite unprecedented challenges.
The goals for tutored kindergarten students are to develop story listening skills, to increase alphabet and letter/sound knowledge, and to strengthen phonemic awareness (the ability to discriminate between individual sounds). All of this is accomplished while fostering a love of literacy. These early skills are the main predictors of first grade reading success. The ISEL (Illinois Snapshots of Early Literacy) is an individually administered assessment of a student’s early literacy knowledge.
Four subtests of the ISEL are administered:
- Alphabet Recognition
- Story Listening (for Comprehension and Vocabulary)
- Letter Sounds
- Developmental Spelling
In 2020-2021, kindergarten students had an average growth of 92% during a year of virtual learning. This data indicates that tutored kindergarten students showed measurable growth, nearly surpassing the 20% percentile at-risk goal, despite unprecedented challenges.
First Grade
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is 60 correct words per minute.
In 2020-2021, first grade students had an average growth of 865% during a year of virtual learning, versus a historic in-person average of 746%. This data indicates that tutored first grade students showed measurable growth, surpassing the 25% percentile at-risk goal, despite unprecedented challenges.
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is 60 correct words per minute.
In 2020-2021, first grade students had an average growth of 865% during a year of virtual learning, versus a historic in-person average of 746%. This data indicates that tutored first grade students showed measurable growth, surpassing the 25% percentile at-risk goal, despite unprecedented challenges.
Second Grade
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is 100 correct words per minute.
In 2020-2021, second grade students had an average growth of 145% during a year of virtual learning, versus a historic in-person average of 163%. This data indicates that tutored first grade students showed measurable growth, nearly surpassing the 25% percentile at-risk goal, despite unprecedented challenges.
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is 100 correct words per minute.
In 2020-2021, second grade students had an average growth of 145% during a year of virtual learning, versus a historic in-person average of 163%. This data indicates that tutored first grade students showed measurable growth, nearly surpassing the 25% percentile at-risk goal, despite unprecedented challenges.
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"When I talk about Reading Power we can talk about the instructional value and the gains students make which is certainly important but the love and nurturing you give to the students is equally important. they will remember that and take that with them. They genuinely love you guys."
– Keely Roberts, Superintendent, Zion School District 6 |
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