Elementary Level Testimonials

Options and Innovations Propel Texas District From “D” grade to “B” Part 1 of a 2-Part Series on the Transition of a District

Manor ISD, a transitional district, leaped from a TEA “D” grade to a “B” grade in just one year. Part 1 of the esdistrict’s story details how Superintendent Royce Avery set a vision and moved swiftly forward to achieve buy in and accomplish goals.


New Hope for Students Facing Multiple Challenges

Elementary students from a high-poverty community make dramatic reading gains and reverse ingrained attitudes by educators and parents which previously accepted inter-generational academic failure.


Second Grade: Meeting Whole-Class Reading Needs

In a class of 19 second-graders at various skill levels in reading, the teacher sees “amazing” results with MindPlay after one semester. On a national reading fluency test, learners doubled or nearly doubled their word- per- minute fluency and even those who did not make benchmark made significant improvements.


Third Grade Students Learn the Power of Words and Literacy

Third grade transient ELLs gain half a grade level in reading after 18.5 hours with MindPlay Virtual Reading Coach. Teacher praises built in “speech therapist,” and ongoing data collection allowing her to concurrently provide needed attention to Special Education students.


Learning Disabled Elementary School Students Excel on MVRC

After three months working on MindPlay Virtual Reading Coach, an elementary Special Education teacher reports learning-disabled students’ average reading levels grew from 1.8-3.4 to 2.1–4.8 based on STAR benchmarks. Six out of ten students also made more than a 0.5 reading grade level gain.


Tech-Savvy Intervention Manager Harnesses Grapevine for Educator Buy-In

District’s Intervention Program Manager says viral communication about MindPlay’s success inspired more and more schools to adopt it as a reading solution. “We never mandated the use of MindPlay but allowed word of mouth to determine which schools would implement it,” she says.


An Elementary School Principal Leads a School-Wide Literacy Transformation

A Title I elementary school sees dramatic reading gains with MindPlay. The greatest were in grades K-two, where 78 percent of students were identified as Critical and 22 percent Approaching. Even though students were one–to- two years below grade level, the school ended the year with 100 percent either Approaching or Meeting phonics level One.


A Coordinator of Continuous Improvement Supports a Transitioning District

With the student population growing by more than 1,000 over the past five years, and an influx of ESL, ELL, dyslexic and other learning-disabled learners, a district-level coordinator of reading intervention implements MindPlay in second-through-12th grade classrooms resulting in “outstanding gains.”


Struggling Third-Graders Make Quick and Dramatic Gains

After five months with MVRC, ESL, ELL, struggling and dyslexic third graders go from 54 percent to 23 percent Critical, and others make dramatic reading gains across the board, as well.


Primary Grade Non-Reader Clicks with Personalized Solution

A dyslexic second-grade non-reader becomes a more confident child after learning to read. Her teacher credits MindPlay’s personalization with her student’s reading growth, increased motivation and new interest in class participation.


First and Second Graders Develop Skills and a Love of Reading

After using MindPlay during the 2016-17 school year, second graders who were one-half year below grade level in reading had improved two and a half years and other students made two grade level gains in reading.


Students Make Outstanding Reading Gains Using MVRC with Fidelity

During a nine-week period, 20 fifth-grade students using MVRC with fidelity showed a .35 gain in reading. Students remaining at the Critical level are also improving their reading skills.


Using MVRC with Fidelity Pushes Students to Read on Grade Level

When using MVRC for a minimum of thirty minutes a day, five days a week, an elementary principal saw “outstanding success,” with struggling readers, with the greatest gains in grades K-two. At the beginning of the school year, 78 percent of students were Critical and 22 percent Approaching. At year’s end 100 percent were either Approaching or Meeting phonics level one.


Reading Intervention Students Succeed on MVRC and Reading Fluency

A middle school Reading Interventionist reports 40 percent of students gaining two to three grade levels of reading growth with MVRC. Several students grew four grade levels, and one grew five. Special Education students had “incredible” growth, and 64 percent of all students improved at least one grade level in comprehension.


All Types of Reading Students at Wakulla Charter School Accomplish Outstanding Results on MVRC

Second-grade students who were on grade level or above in reading jumped two-to-three levels with MVRC. Some students are now reading on an almost sixth- grade level as measured by the STAR assessment, and those the teacher was concerned about at the beginning of the year are no longer struggling readers.


Fourth Grade Students with Disabilities Improve Their Reading Skills

Fourth-grade students with disabilities leap a grade level and more after just hours of MindPlay reading instruction. Autistic, ADHD, ADD and other learning-disabled students make “fantastic” reading level improvements at a Florida school.


Dyslexic Elementary School Students Succeed Using MVRC

“Dyslexic students have brains that learn how to read and spell in a different way. The intervention for these students must be explicit, sequential and multi-sensory.” A Licensed Dyslexia Therapist shares her elementary classroom stories of dramatic reading progress with MindPlay Virtual Reading Coach.


“Having access to MindPlay…enabled me to maintain high levels of instruction…”

A first-grade, two- way, dual immersion teacher with 50 students implements MindPlay Virtual Reading Coach, enabling ongoing high levels of instruction. She praises the program’s ability to give instruction and assessment on Phonemic Awareness, Phonics, Grammar, Comprehension, and Fluency on the level that each student needs.