Research

This page contains links to relevant white papers and industry articles that align with our vision for personalized literacy.
Industry Article
Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation

By  Donald J. Hernandez Professor, Department of Sociology Hunter College and the Graduate Center, City University of New York and Senior Advisor, Foundation for Child Development

Annie E. Casey Foundation, 2012

Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. 

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Not So Common: Comparing Lexile Measures with the Standards’ Other Text Complexity Tools

By Malbert Smith III, Ph.D., President, MetaMetrics 

February 2012 

Long before the Common Core movement, The Lexile® Framework for Reading played an important role in articulating the reading demands typically encountered in first grade through college and careers. In fact, MetaMetrics’ research on K-12 reading demands and ultimately those of the postsecondary world are annotated in the text complexity “staircase” in the Standards’ English Language Arts Appendix A. This staircase approach to text complexity is designed to help guide students’ reading comprehension development through their school years.

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U-Md Researcher Links Kids’ Computer Use with Test Scores

By Donna St. George, Washington Post Staff Writer 

September 15, 2010 

A University of Maryland researcher has a message for parents who fret about how much time their preteen children spend on computers: Worry not. In what researchers describe as one of the first long-term looks at the effects of media use during childhood, a study released Wednesday linked hours at the computer with achievement test scores and behavior and found little sign of harm for children ages 6 to 12 as they increased their screen time over a six-year period.  

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Multimodal Learning Through Media: What the Research Says

By Metiri Group – Commissioned by Cisco


2008


There is a lot of misinformation circulating about the effectiveness of multimodal learning, some of it seemingly fabricated for convenience. As curriculum designers embrace multimedia and technology wholeheartedly, we considered it important to set the record straight, in the interest of  the most effective teaching and learning. 

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Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension Within a Reading Clinic

myON specific

By Evan Ortlieb, Faculty of Education, Monash University, Melbourne, Australia; Stephan Sargent and Meagan Moreland, Curriculum & Instruction, Northeastern State University, Broken Arrow, Oklahoma

Reading Psychology

April 2014 

As technology continues to expand our definitions of what constitutes reading and literacy, interest in reading digital books has skyrocketed, as evidenced by retailers selling more e-books than printed books. Few investigations, though, have measured the effectiveness of integrating technology on reading comprehension. 

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White Paper
Managing Multiple Measures

By Gary L. Williamson, Ph.D., MetaMetrics, Inc. 

September 2006

Now that so much measurement is occurring, some educators are noticing that scores for the same individual differ on different occasions. This becomes more evident whenever a common scale is used for interpreting the scores from different tests. Thus, questions have arisen as to why differences occur and why they are (in some cases) so large.

 

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What is Expected Growth

By Gary L. Williamson, Ph.D., MetaMetrics, Inc. 

July 2006

Because there are a number of alternative ways to conceptualize student growth and to measure it, states face a challenge to design and implement accountability systems that address a variety of information needs and still comply with state and federal laws. In this context, there are naturally many viewpoints about how best to conceptualize and measure student growth and to set appropriate goals for growth.

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Learning to Read, Reading to Learn

A White Paper by the Center For Public Education

March 2015 

Why every child should be able to read by third grade
The young children who enter your classrooms each year are eager for new knowledge and new experiences. They live in a world of words—sung, spoken, written, displayed on signs and screens, words of power and meaning that they are keen to grasp. The children’s needs are many: for safety, good food and health, affection, confidence, and all the care their families and teachers can provide. But their most important academic challenge is learning to read.

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Building Proficiency through Personalized Reading: Capstone Digital's myON Reader

myON specific

 By Todd Brekhus, President, Capstone Digital

April 2011    

Today’s students are digital natives, they want their learning to be personalized similar to their world around them. Personalized reading puts the student at the center of the learning environment, because it is based on students’ interests and preferences, takes into account students’ level of ability, and accommodates students’ individual learning styles and strengths.

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Supportive Fluency Instruction: The Key to Reading Success (Especially for Students Who Struggle)

myON specific

By Timothy Rasinski, Ph.D., Reading and Writing Center, Kent State University

June 2013

Just what is the source of concern for students who struggle in reading? Although there are a number of areas that appear to be sources of reading difficulty, Valencia and Buly (2004) found that a substantial number of fifth grade students who scored below the proficient standard on a fourth grade state reading test exhibited difficulties in what the Common Core State Standards have identified as a foundational reading skill -- reading fluency. 

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The Lexile® Framework and myON™ Reader

myON specific

By Eleanor E. Sanford-Moore, Ph.D., Senior Vice President, Research and Development, MetaMetrics®

June 2013 

This paper provides an introduction to The Lexile® Framework for Reading and describes how the results from myON reader, developed by Capstone Digital, can be used to support the Common Core State Standards (CCSS) Initiative. This material should be helpful to educators using myON reader in the classroom, educators working to implement the CCSS, and for any individuals with an interest in improving education.

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