About This Research
This case study focused on a classroom implementation of Reading A-Z in a Title I school where the majority (approximately two-thirds) of the students were English language learners (ELLs). Three separate measures (reading fluency, sight-word identification, and change in reading level) were used to assess program impact.
Main Findings
After using Reading A-Z, students showed gains in both oral reading fluency and sight-word reading. Students also progressed six reading levels during implementation, moving from an average level G (first-grade level) at the start of the school year to an average level M (second-grade level) in the spring.
Participants
Participants in this case study were a second-grade teacher at a Title I elementary school in an urban school district and her 24 students. ELL students comprised 67% of participants.
Study Design and Procedures
This case study compared data for the same group of students before and after the Reading A-Z implementation. During implementation, students used resources from Reading A-Z both in school and as homework. The Oral Reading Fluency test from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Dolch Sight Words list served as pre- and posttest.
Citation
Learning A-Z (revised 2020, February). Case study: Arizona, Washington Elementary School District. Tucson, AZ: Author.
