Research Studies

A collection of available research about effective teaching methodology and student proficiency in academics.

The Effects of the Use of an ICT-Based Reading Intervention on Students’ Achievement in Grade Two. (2015)

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.

Research Support
(ESSA T1)

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.

Relation between MVRC and ELA Standards: Exploration of One-Year Data from a High-Poverty Urban School District. (2019)

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).

A Study of PARCC-ELA/L Assessment and MVRC Universal Screener in Language-Arts Achievement

The PARCC-ELA/L is a standardized assessment designed to evaluate students’ achievement in English language and literacy, requiring examinees to read, comprehend, analyze, and synthesize texts of various types. Data from this assessment will be used to identify the relationship between performance on the PARCC-ELA/L and performance on the MVRC Universal Screener benchmark assessment.

Reading ESSA Evidence Summary

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.

The categories for ESSA Evidence are: strong, moderate, and promising evidence of effectiveness, or demonstrates a rationale to be effective.

English Language Learners (ELL) Efficacy Study

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.

MVRC Study: Community College Students at U of A

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)

MindPlay Reading Helps Homeless Students Advance Their Literacy Skills

Those who have the most success are the students who come to school each day and use MindPlay at least three times a week for 30 minutes. Occasionally a student will login in at the library or from a computer that is accessible to them. Unfortunately, the majority of homeless students do not have access to computers or other internet access devices.

Effects Of The MindPlay Computer Program On Student Reading Achievement: An Action Research Study (2017)

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.

MindPlay Virtual Reading Coach: Does It Afect Reading Fluency in Elementary School? (2019)

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.

In her own words: Stacey Breaud, Adolescent Literacy Coach in Washington Parish School System

Identification of learners who needed intervention was the first step. During the summer of 2018, we studied data to determine which students would be placed on MindPlay. Students with lower Lexile levels than expected were given the district’s computer-based phonics screener at the end of the 2017-18 school year.

Grant Results for Nye County (NV) School District

The Nye County School District encompasses a vast geographical area. In fact, it is the largest district by area in the country outside of Alaska, says Wiley. Comprised of urban, suburban and rural communities, it is also the poorest county in the state of Nevada and home to some of the state’s lowest-performing schools.

MindPlay Impact on NWEA-MAP Results

The Mindplay program regularly reports growth in terms of student progress on internal measures of reading proficiency. The question is, “Does Mindplay impact external measures of reading progress”. A commonly used measure is the NWEA-MAP ELA assessment.

Dr. Mather Whitepaper: MindPlay Virtual Reading Coach

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.

Dayton MindPlay to State ELA Analysis

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).

D to A District Transformation

Determined to disrupt long-held low expectations and to encourage new pride and confidence in the district, Dr. Avery’s vision was to instill the belief that excellence could be achieved. The new superintendent developed a strategic five-year plan that would offer choices to learners. The district would focus on three areas of academics: Fine Arts, New Tech, and the academically rigorous International Baccalaureate (IB) program.

Oklahoma Cost Effectiveness Report

This report defines student success as passage of state academic tests. The assumption is the state of Oklahoma assesses what is important to the state and its educational system. These tests are administered to all school district types and are used to consistently measure actual student achievement.

Oklahoma Cost Effectiveness Report

This report defines student success as passage of state academic tests. The assumption is the state of Oklahoma assesses what is important to the state and its educational system. These tests are administered to all school district types and are used to consistently measure actual student achievement.

Oklahoma Cost Effectiveness Report

This report defines student success as passage of state academic tests. The assumption is the state of Oklahoma assesses what is important to the state and its educational system. These tests are administered to all school district types and are used to consistently measure actual student achievement.

Oklahoma Cost Effectiveness Report

This report defines student success as passage of state academic tests. The assumption is the state of Oklahoma assesses what is important to the state and its educational system. These tests are administered to all school district types and are used to consistently measure actual student achievement.