In December 2015, the Every Student Succeed Act (ESSA) was passed encouraging education programs to provide evidence of effectiveness and impact in order to be federally supported. EvidenceforESSA.org provides standards to assess the varying levels of strength of research for education products.
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MindPlay uses explicit and systematic instruction to present information to students. Skills build upon each other using a planned sequence of progressive skills. The explicit instruction includes modeling, providing students with frequent opportunities, and providing both guided and independent practice.
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A quasi-experimental research design was used to evaluate the efficacy of MindPlay Virtual Reading Coach (MVRC), an ICT-based reading intervention, in addition to regular daily language instruction provided by a classroom teacher.
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A Research Brief by Dr. Meredyth Kealey, Stephen Kanzlemar, and Michelle Brandon | District-wide Reading Growth
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Relation between MVRC and ELA Standards:Exploration of One-Year Data from a High-Poverty Urban School District. A data set from an urban Midwestern school district was mined to explore how the technology-based reading enrichment known as Mindplay Virtual Reading Coach (MVRC) affects children’s performance on the English Language Arts (ELA) Standards state-wide assessment (N = 6098 students from Grades 3 to 9).
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Nestled along the eastern edge of Texas, Shepherd is a small town that typically resides outside the limelight. However, in early 2020, Shepherd Independent School District became a prominent figure within the Texas Education Agency (TEA). This spotlight highlighted the district’s struggle with student performance, which consistently lagged behind state standards during the STAAR assessment for five consecutive years.
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A data set from an urban Midwestern school district was mined to explore how the technology-based reading enrichment known as Mindplay Virtual Reading Coach (MVRC) affects children’s performance on the English Language Arts (ELA) Standards state-wide assessment (N = 6098 students from Grades 3 to 9).
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An internal data analysis compared the effectiveness of the MindPlay Reading Program for English Language Learners (ELL) and General Education students. The analysis included 97,853 K-12 students with similar program usage during the 2022-2023 school year.
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The following reading and spelling tests were administered: Woodcock- Johnson IV (WJ IV) Sentence Reading Fluency, WJ IV Word Reading Fluency, WJ IV Letter-Word Identification, WJ IV Spelling, WJ IV Word Attack, and the Test of Silent Word Reading Fluency-2 (TOSWRF-2)
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This quantitative Action Research study examined how a computer-assisted reading program, called MindPlay, affected reading achievement in four second-grade classrooms within a Title I School.
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The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs.broad literacy achievement, offers an alternative to already existing reading enrichment.
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The Test of Silent Word Reading Fluency (TOSWRF) (Mather, Hammill, Allen, & Roberts, 2003) measures a student’s ability to recognize printed words. It was normed using a representative sample of more than 3,592 individuals ranging in age from 6.6 to 17.11 years and residing in 34 states.
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