Program Data
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Reading Power uses universal screening tools to assess students’ literacy knowledge three times per year. In addition, students are 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:
The sum of the student’s scores from these subtests make up the composite score (128 possible points). Comparing the average ISEL scores of tutored students from Fall to Spring highlights the progress made by Reading Power students. The average score in Fall, 54.7, rose to 99.7 in Spring, meeting the ISEL target score of 100 for Spring. All Reading Power tutored students approached or met the end-of-year target in the 2018-2019 school year.
*Tutored students with more than 50 sessions were included in the analysis.
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
The sum of the student’s scores from these subtests make up the composite score (128 possible points). Comparing the average ISEL scores of tutored students from Fall to Spring highlights the progress made by Reading Power students. The average score in Fall, 54.7, rose to 99.7 in Spring, meeting the ISEL target score of 100 for Spring. All Reading Power tutored students approached or met the end-of-year target in the 2018-2019 school year.
*Tutored students with more than 50 sessions were included in the analysis.
First Grade
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is between 48-74 correct words per minute. Results of the first grade fluency measure administered in the Fall and Spring show that Reading Power students made remarkable progress towards proficiency. More than 50 percent of tutored students met or approached this target score.
At the start of the year, tutored students were reading an average of five words correctly per minute; by the end of the year, they were reading an average of 34 words correctly per minute.* This represents a 530 percent increase in the average gain for tutored students. Non-tutored students increased their average score by 136 percent. Overall, our first-grade students made about four times the reading gains when compared to their non-tutored classmates. Sixty percent of tutored students approached, met or exceeded Spring targets.
*Tutored students with more than 60 sessions were included in the analysis.
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is between 48-74 correct words per minute. Results of the first grade fluency measure administered in the Fall and Spring show that Reading Power students made remarkable progress towards proficiency. More than 50 percent of tutored students met or approached this target score.
At the start of the year, tutored students were reading an average of five words correctly per minute; by the end of the year, they were reading an average of 34 words correctly per minute.* This represents a 530 percent increase in the average gain for tutored students. Non-tutored students increased their average score by 136 percent. Overall, our first-grade students made about four times the reading gains when compared to their non-tutored classmates. Sixty percent of tutored students approached, met or exceeded Spring targets.
*Tutored students with more than 60 sessions were included in the analysis.
Second Grade
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is between 77-131 correct words per minute. The results of the second grade fluency measures administered in the Fall and Spring show that Reading Power students made remarkable progress towards grade-level proficiency. More than 60 percent of tutored students met or exceeded this target score.
According to national fluency norms (Barr, Blachowicz, Bates, 2013), the target (50th percentile) for the Spring oral reading rate is between 77-131 correct words per minute. The results of the second grade fluency measures administered in the Fall and Spring show that Reading Power students made remarkable progress towards grade-level proficiency. More than 60 percent of tutored students met or exceeded this target score.
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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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