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Reading Gains with Online Summer Camp

Feb 11, 2021
 
 

 

Many schools are delivering online instruction to struggling readers. Unfortunately, there is a lack of research on the impact of online small-group reading intervention, leaving educators without an evidence-based model. Results from an online summer reading camp demonstrate a promising model to replicate.

Over four weeks in the summer of 2020, Lindamood-Bell provided job-embedded PD to a district implementing small-group instruction using the Seeing Stars® program. The district targeted 100 students performing in the lowest quartile on the MAP assessment to receive the daily intensive intervention.  The instruction was delivered by 35 Fort Smith Public Schools teachers who received professional development in the program authored by LindamoodBell’s founders. 

Watch this dynamic online small-group instruction in action.

 

 

A battery of nationally normed reading assessments measured student gains. Data is available on 14 students receiving an average of 37 hours of instruction. Students made substantial gains in symbol imagery, word attack, and word recognition, skills necessary for establishing independent readers. These gains correlate to nearly a year’s worth of age and grade level growth.

 

 

PROFILE: 

Number of Students: 14

Average Age: 9.9

Average Hours of Instruction: 37.6

Programs Implemented: Seeing Stars

Outcome Measures:

• Symbol Imagery Test

Woodcock-Johnson Word Attack

• Wide-Range Achievement Test – Reading

 

Traditional In-person Summer School 

Laurens County Board of Educations in Dublin, GA, serves a large percentage of students who are at-risk of reading failure. During the 2019 Summer School, Laurens County implemented Lindamood-Bell® instruction to address the specific needs of this student population. Data is available on 21 students who received an average of 60.7 hours of primarily Seeing Stars instruction to develop symbol imagery for reading. The instruction was delivered by Laurens County teachers who received professional development in the programs. Student gains were measured with a battery of reading assessments.

 

 

On average, Seeing Stars students achieved significant improvements in reading. Their pre to post-test results were statistically significant on nearly all measures. The results of this study illustrate that Lindamood-Bell instruction in the Seeing Stars program leads to improved reading, which is essential to achieving success with school curricula.

 

PROFILE:

Number of Students: 21

Average Age: 9.5

Average Hours of Instruction: 60.7

Lindamood-Bell Programs Implemented: Seeing Stars®

Outcome Measures:

• Symbol Imagery Test

• Woodcock Reading Mastery Test-3rd (word attack)

• Wide Range Achievement Test-4th (reading and spelling)

• Gray Oral Reading Tests-4th (rate, accuracy, fluency, and comprehension)

 

Reading and Spelling Programs

Seeing Stars

Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling

Lindamood Phoneme Sequencing (LiPS)

Phonemic Awareness for Reading, Spelling, and Speech

 

Comprehension Programs

Visualizing and Verbalizing (V/V)

Concept Imagery for Language Comprehension, Thinking, and Memory

 

Contact us at (800) 233-1819 or pd.solutions@lindamoodbell.com with questions and to discuss how your school can get started.

 

 

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