In just five weeks, two schools in the San Diego Unified District, using AWARD Reading as a 30-minute intervention program, achieved encouraging results. Despite the limitations of a timeline of only five weeks for instruction and teachers with limited professional development in the use of AWARD Reading, this evaluation shows that AWARD technology and print is successful in teaching children to read in an interesting and effective way. It produced impressive gains in the students' ability to recognize letters and sounds, to read a wider range of words, and to improve their comprehension and visual literacy. Read the evaluation report.
A scientific study headed by Dr. Cathy Collins Block and Dr. John N Mangieri shows that technology solutions close the gap for ELLs and RTI readers.
The AWARD Reading program successfully provides individualized instruction using technology to improve the literacy of the digital native. Students using AWARD significantly outperformed control subjects in rhyming abilities, vocabulary development, emergent reading abilities, and listening comprehension. Results proved that a convergence of literacy curriculum and technology, supported by teachers, really works to close the learning gap.
We are proud to share the results from a 12-month, 1068-student research program in New York City classrooms. Dr. Cathy Collins Block and Dr. John N Mangieri, two eminent educational academics, carried out the research. They found outstanding results when AWARD Reading was measured against core programs.View John Mangieri's presentation to a New York principals' meeting.
When budgets are stretched and pressure is being placed on districts, principals, and teachers to deliver successful outcomes, the good news is that our successful product can be used in a variety of ways. The texts are available in print and delivered online and there are more than 800 extension skills activities.
The results of a recent study at Nassau County, Long Island, New York, were outstanding in all areas but AWARD excelled for Kindergarten ELLs. It is exciting to confirm the belief that technology and print used for 30 minutes a day can make a difference in just 11 weeks. AWARD Reading again proved that technology and print do make a difference. In other recent five-week pilot studies in Virginia, Arizona, and North Carolina, using technology and print for 30 minutes a day also resulted in significant improvements in students' reading levels. These results validate the new guidelines that call for more technology in classrooms. AWARD Reading, with skills carefully scaffolded at K, 1 and 2 levels, is the answer to reading problems.
A packed audience at the 2009 Title I conference in Washington DC enjoyed the presentation entitled "A New Approach to Beginning Literacy: Significant Achievement Gains for K-2 Title 1 Students." The researchers highlighted the outstanding results that AWARD Reading achieved in selected New York City schools, where students doubled their test scores in many areas.
Those present were interested in how technology and print combine to produce these success stories. Current research into brain development also proved popular with many in the audience, who joined in to share ideas and experience. As a result of this presentation, many Title I directors are in discussion about ways to improve their results by using AWARD Reading as a pilot project in their districts. If you are interested in finding out more or linking with successful schools using AWARD Reading, let us know at: