Enhancing Seventh Graders Reading Proficiency with Achieve3000

Abstract

Reading in middle school is vital since students must build comprehension and critical thinking skills and positively impact academic performance. In this quantitative longitudinal research, the reading performance of seventh-grade students attending Title I schools was investigated using the Achieve3000 program. Eighty-nine seventh-grade students were involved who underwent intensive reading programs. Achieve3000 Level Sets, the results of the Florida state reading exams, and in-classroom grades measured reading performance. Demographic parameters, such as gender, ethnicity, English proficiency, absenteeism, exceptional status, and activities performed, were used as independent variables to analyze their impact on the program’s effect. Constant real-time monitoring of data conducted by Achieve3000 enabled a deeper examination of students’ development. The program had a high impact on reading abilities, which started with 15% progress in comprehension and 10% in total academic achievement, considered a program effect. Technology in reading has shown its high efficiency concerning literacy improvement and equal reading opportunities for all students.