Significant Gains in Reading for Inner-City Students in Los Angeles, California
California, Elementary School Results, High Impact Tutoring, Learning Center on Campus (LCOC), Middle School Results, Reading, Response to Intervention, RtI, Secondary, Seeing Stars
The Inner City Education Foundation (ICEF) in Los Angeles, California, serves a percentage of students who are at-risk of reading failure. During the 2021-2022 school year, ICEF’s Vista Elementary and Vista Middle Charter Academies implemented Lindamood-Bell® instruction to address the specific needs of this student population. Thirty-one students received an average of 85.2 hours of Seeing Stars instruction to develop symbol imagery for reading. Instruction was delivered by Lindamood-Bell clinicians, and student gains were measured with a battery of reading assessments.
On average, Seeing Stars students achieved significant improvements in reading. They made large standard score changes on symbol imagery, word attack, word recognition, rate, accuracy, and fluency measures. Additionally, the 19- point percentile increase in word attack put these students within the normal range (25th 75th percentile). Their pre- to posttest results were statistically significant in all reading measures. The results of this study illustrate that LindamoodBell instruction in the Seeing Stars program leads to improved reading, which is essential to achieving success with school curricula.
Number of Students: 31 Average Age: 10.5
Average Hours of Instruction: 85.2
Lindamood-Bell Programs Implemented: Seeing Stars®
• Symbol Imagery Test
• Woodcock Reading Mastery Test-3rd (word attack)
• Wide Range Achievement Test-4th (reading–word recognition)
• Gray Oral Reading Tests-4th (rate, accuracy, and fluency)