Although we have been producing remarkable outcomes with learners for 27 years, I am continually amazed by the transformation made possible with science-driven instruction.
Lilly came to us as a struggling 3rd grader, reading well below grade level, and this struggle was beginning to take its toll both inside and outside the classroom.
The figures above reflect results obtained with Lilly during her Intake Assessment.
Lilly performed with high levels of accuracy (figure on the left) but low levels of fluency (figure on the right) across subdomains of the assessment that evaluate Phonemic Awareness.
Phonemic Awareness encompasses skills such as identifying phonics sounds, understanding phonetic rules, and applying phonetic rules when decoding phonetic words. Although she could perform these skills without making many errors, she performed at a slow, labored pace.
The figure above reflects results obtained with Lilly during her 40-hour Reassessment.
Lilly received science-driven instruction on phonetic concepts and fluency-based practiced on identifying phonics sounds, identifying phonetic rules, and applying phonetic rules during decoding. As a result, she acheived high levels of fluency across phonemic awareness subdomains during her reassessment.
The table above reflects her 40-hour gains on norm-referenced reading assessments.
After just 40 hours of fluency-building, Lilly moved from the bottom 30% to the top 20% of readers nationally. In the same amount of time as a typical work week, Lilly made greater gains than most students make in an entire school year.
The take-home point is that fluency matters!
Although Lilly was able to perform phonemic awareness skills accurately, without fluency she was unable to effectively apply those skills to reading. Her transformation in fluency ensures her long-term academic success.
Click the link below to learn more about our powerful, science-driven approach.