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

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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: 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)
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677147
Database: ERIC
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  Data: Just Right Reader Take-Everywhere Literacy Packs™ Efficacy Study: Examining the Impact on Kindergarten Students from MOY to EOY 2025
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  Data: This mixed-methods, quasi-experimental efficacy study evaluated Just Right Reader&#39;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 &lt; 0.001, Cohen&#39;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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  Data: 2025
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  Data: ED677147
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677147
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        Type: general
    Titles:
      – TitleFull: Just Right Reader Take-Everywhere Literacy Packs™ Efficacy Study: Examining the Impact on Kindergarten Students from MOY to EOY 2025
        Type: main
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            NameFull: Sofia Jimenez
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            – D: 01
              M: 10
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
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