Scholastic Ready4Reading Connection to Literacy Outcomes: Lookback Cross-Cohort Comparison Study 2022-2023 and 2024-2025
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| Title: | Scholastic Ready4Reading Connection to Literacy Outcomes: Lookback Cross-Cohort Comparison Study 2022-2023 and 2024-2025 |
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| Language: | English |
| Authors: | Sofia Jimenez, Paul Chase, Isabella Ilievski, Daniela Pardo, Michaela Gulemetova, Rachel Schechter, Charles River Media Group, LXD Research |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Emergent Literacy, Kindergarten, Grade 1, Grade 2, Phonics, Reading Programs, Program Effectiveness, Program Implementation, Elementary School Curriculum, Bilingual Students, Elementary School Teachers, Teacher Attitudes |
| Geographic Terms: | Texas |
| Abstract: | This study evaluated the impact of Scholastic Ready4Reading, a systematic supplemental phonics program, on early literacy outcomes for students in kindergarten through second grade. Using a cross-cohort comparative, mixed-method design, the study compared end-of-year NWEA MAP Growth outcomes for students in three elementary schools during the 2024-2025 implementation year (n = 465) with a pre-implementation cohort from 2022-2023 (n = 449). Results from hierarchical linear modeling indicated that students in the treatment cohort were significantly more likely to achieve reading proficiency (65% vs. 58%) and demonstrated significantly higher reading percentile rankings (p < 0.001). Effects were particularly pronounced in kindergarten, where treatment students achieved proficiency at notably higher rates. Supplemental usage analyses revealed that engaged users showed approximately twice the percentile growth than treatment group participants that were not engaged. Qualitative findings highlighted the program's clear instructional design, effective coaching supports, and engaging digital components as key implementation strengths. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680249 |
| Database: | ERIC |
| Abstract: | This study evaluated the impact of Scholastic Ready4Reading, a systematic supplemental phonics program, on early literacy outcomes for students in kindergarten through second grade. Using a cross-cohort comparative, mixed-method design, the study compared end-of-year NWEA MAP Growth outcomes for students in three elementary schools during the 2024-2025 implementation year (n = 465) with a pre-implementation cohort from 2022-2023 (n = 449). Results from hierarchical linear modeling indicated that students in the treatment cohort were significantly more likely to achieve reading proficiency (65% vs. 58%) and demonstrated significantly higher reading percentile rankings (p < 0.001). Effects were particularly pronounced in kindergarten, where treatment students achieved proficiency at notably higher rates. Supplemental usage analyses revealed that engaged users showed approximately twice the percentile growth than treatment group participants that were not engaged. Qualitative findings highlighted the program's clear instructional design, effective coaching supports, and engaging digital components as key implementation strengths. |
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