2013-14 School Year Study
In a study of second graders in 2014, after an average of just 44 hours using Virtual Reading Coach during the school year, 72 percent of the students increased to the third grade reading level at the school implementing MindPlay.
The control school only moved 37 percent of the students to the third grade reading level.
Additionally, only six percent of the students in the MindPlay group remained at critical level (below 1st grade), compared with the control group who ended with 37 percent at the critical level.
The Effects of an ICT – Based Reading Intervention on Students’ Achievement in Grade Two
Literacy and its component skills, the ability to read with fluency and comprehension and the ability to write fluently and coherently, are foundational to educational attainment across domains: they bridge the gap between learning to read and reading to learn, and they provide the key which opens the door to a world of textually-based knowledge. Ample evidence indicates that systematic instruction in the sound-symbol correspondences of spoken and written language can improve literacy achievement, even among students with reading-related challenges (Ehri et al., 2001; Snow, Griffin, & Burns, 2005). However, the majority of American teachers are insufficiently prepared to provide evidence-based reading instruction to their students (Snow et al., 2005), and only a small minority of teacher preparation programs are sufficiently comprehensive in their coverage of the topic (Walsh, Glaser, & Dunne-Wilcox, 2006). The question therefore arises: Until classroom teachers are well prepared to provide evidence-based reading instruction to all of their students, who or what remains to fill in the gap?