Evaluating the Effectiveness of Heggerty Bridge to Reading™: Efficacy Study for Grades K and 1. End-of-Year Gains with NWEA MAP Fluency
Saved in:
| Title: | Evaluating the Effectiveness of Heggerty Bridge to Reading™: Efficacy Study for Grades K and 1. End-of-Year Gains with NWEA MAP Fluency |
|---|---|
| Language: | English |
| Authors: | Rachel Schechter, Anna Robinson, Isabella Ilievski, Charles River Media Group, LXD Research, Heggerty |
| Source: | Online Submission. 2024. |
| Peer Reviewed: | N |
| Page Count: | 40 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Reading Programs, Reading Instruction, Teaching Methods, Beginning Reading, Preschool Children, Kindergarten, Grade 1, Program Evaluation, Program Effectiveness, Phonics, Word Recognition, Phonology, Alignment (Education), Educational Theories, Faculty Development |
| Abstract: | In a study examining the efficacy of Heggerty's Bridge to Reading program during the 2023-2024 school year, LXD Research measured the program's impact on kindergarten and first-grade students' reading outcomes on the NWEA MAP Reading Fluency assessment. Results indicated that first graders using the program demonstrated significantly greater growth in the Decoding subdomains of Phonics and Word Recognition and Phonological Awareness than their comparison group peers. Kindergarteners in the Heggerty Bridge to Reading program also showed significant growth in Phonics and Word Recognition but nonsignificant gains in Phonological Awareness. Both grade levels showed strong gains in Language Comprehension, but these gains did not differ significantly from the comparison group. End-of-year scores further confirmed higher performance for Heggerty students in Decoding domains, indicating enhanced skill acquisition in foundational literacy. This mixed-method study included teacher surveys and educator interviews which highlighted educators' perceptions that supported the quantitative findings that Bridge to Reading was highly effective. Educators also indicated that, once they were comfortable with the program, Bridge to Reading improved their confidence with Reading education, and expressed appreciation for the structured, systematic nature of Bridge to Reading. Educators indicated that Bridge to Reading was well-aligned with Science of Reading theory, and included supportive professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED665908 |
| Database: | ERIC |
| Abstract: | In a study examining the efficacy of Heggerty's Bridge to Reading program during the 2023-2024 school year, LXD Research measured the program's impact on kindergarten and first-grade students' reading outcomes on the NWEA MAP Reading Fluency assessment. Results indicated that first graders using the program demonstrated significantly greater growth in the Decoding subdomains of Phonics and Word Recognition and Phonological Awareness than their comparison group peers. Kindergarteners in the Heggerty Bridge to Reading program also showed significant growth in Phonics and Word Recognition but nonsignificant gains in Phonological Awareness. Both grade levels showed strong gains in Language Comprehension, but these gains did not differ significantly from the comparison group. End-of-year scores further confirmed higher performance for Heggerty students in Decoding domains, indicating enhanced skill acquisition in foundational literacy. This mixed-method study included teacher surveys and educator interviews which highlighted educators' perceptions that supported the quantitative findings that Bridge to Reading was highly effective. Educators also indicated that, once they were comfortable with the program, Bridge to Reading improved their confidence with Reading education, and expressed appreciation for the structured, systematic nature of Bridge to Reading. Educators indicated that Bridge to Reading was well-aligned with Science of Reading theory, and included supportive professional development. |
|---|
