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Treffer: Just Right Reader Take-Everywhere Literacy Packs™ Efficacy Study: Examining the Impact on Kindergarten Students from MOY to EOY 2025

Title:
Just Right Reader Take-Everywhere Literacy Packs™ Efficacy Study: Examining the Impact on Kindergarten Students from MOY to EOY 2025
Language:
English
Authors:
Sofia Jimenez, Isabella Ilievski, Madison Lee Mason, Rachel Schechter, Charles River Media Group, LXD Research
Source:
Online Submission. 2025.
Peer Reviewed:
N
Page Count:
27
Publication Date:
2025
Document Type:
Report Reports - Research
Education Level:
Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Preschool Education
Descriptors:
Reading Fluency, Elementary School Students, Reading Tests, Emergent Literacy, Kindergarten, Young Children, Program Effectiveness, Reading Improvement, Reading Achievement, Decoding (Reading), Standardized Tests, Student Diversity, School Districts, Reading Instruction, Instructional Materials, Reading Materials, Preschool Teachers, Teacher Attitudes, Administrator Attitudes, Parent Attitudes, Student Characteristics, English Learners, Special Education, Race, Ethnicity, Minority Group Students, Academic Achievement, Parent Student Relationship, Literacy Education, Socioeconomic Status
Geographic Terms:
Texas
Assessment and Survey Identifiers:
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Entry Date:
2025
Accession Number:
ED677147
Database:
ERIC

Weitere Informationen

This mixed-methods, quasi-experimental efficacy study evaluated Just Right Reader's Take-Everywhere Literacy Packs™ with 399 kindergarten students across six schools in a diverse Texas district during the 2024-2025 academic year. This district had a consistent curriculum and access to decodable books, however treatment students received the personalized, take-home, decodable book packs and literacy resources from Just Right Reader. Treatment students (n = 233) significantly outperformed comparison peers (n = 166) on end-of-year DIBELS composite scores ([beta] = 10.43, p < 0.001, Cohen's d = 0.393), representing approximately 3 additional weeks of literacy growth over one semester. The treatment students showed significant subdomain growth in letter naming, letter sounds, and phonemic awareness. Qualitative findings from educator and parent surveys and school administrator interviews revealed high satisfaction among stakeholders, with 89% of parents and 95% of teachers reporting improvements in student literacy skills, confidence, and engagement, including notable gains for emergent bilingual students. Results suggest that personalized decodable texts used for instruction during the school day, combined with family engagement tools, effectively extend research-aligned literacy practice beyond the classroom and accelerate early reading development.

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