of teachers surveyed reported that ReadTheory contributed to an increase in standardized test scores.
ReadTheory is proven to improve students’ reading comprehension.
EFFICACY STUDY
Districts Utilizing ReadTheory Achieve a 15-Point Advantage in Reading Assessments
This study analyzed the usage of ReadTheory in eight of North Carolina’s largest School Districts during the 2022-2023 school year. It examined ReadTheory’s impact on reading outcomes using state summative assessment data and ReadTheory usage data. The research highlights two key takeaways:
- Higher usage of ReadTheory directly correlated with higher reading growth scores.
- Districts using ReadTheory consistently saw higher reading growth scores on state assessments, (up to 15 points higher to be exact) compared to districts with low or no ReadTheory usage.
EFFICACY STUDy
Independent Study Highlights ReadTheory’s Positive Impact on Reading Scores
This study evaluated the impact of ReadTheory in a controlled setting at a high school where half of the student population engaged with ReadTheory, while the other half followed the standard curriculum. The findings revealed that students who utilized ReadTheory achieved significantly higher reading growth scores on benchmark assessments. This research emphasizes two key insights:
- Classes that fully implemented ReadTheory achieved significantly higher Median Growth Percentile (MGP) than their initial benchmarks.
- Students who consistently engaged with ReadTheory demonstrated faster reading growth compared to their non-participating peers.
Rooted in research, proven in results.
80%
89%
of teachers said students are engaged and interested when using ReadTheory.
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Kristina Hiatt
Stanly STEM Early College
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Kristina Hiatt, a high school English in an early college program, needed an adaptive, user-friendly program to provide differentiated reading materials for students at various levels and help them succeed on standardized assessments.
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In her new role teaching the Early Intervention Program for grades 3 and 5 in Monroe, GA, Jennifer West faced significant behavioral issues. Her students lacked accountability and awareness of their below-grade-level status.
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