Impact of Magnetic Reading in Iowa Schools: Evidence from the 2021–2022 School Year
Overview
Published: November 2023
Magnetic Reading supports higher grade-level placement. When compared to students from similar schools and with similar baseline scores on the i-Ready Inform (formerly i-Ready Diagnostic), the study found that use of Magnetic Reading was associated with an 11-point advantage in Diagnostic for Reading scores by the end of the school year over those who did not use Magnetic Reading. Daily use of Magnetic Reading as the primary reading comprehension program helps more students move toward or achieve grade-level proficiency. Magnetic Reading helps in meeting grade-level growth targets. Significantly more Magnetic Reading learners met their Typical Growth and Stretch Growth® targets than similar comparison students. Seventy-five percent of Magnetic Reading students met their Typical Growth goals compared to only 61 percent of comparison students. Forty-one percent of Magnetic Reading students met their Stretch Growth goals compared to only 29 percent of comparison students. High-quality instructional materials such as Magnetic Reading support educators in accelerating students’ knowledge and skills development to meet grade-level goals. This report was released November 2023 and has been reviewed by Evidence for ESSA.
- Program:Magnetic Comprehension
- ESSA Level:2—Moderate
- Subject:Literacy
- Grades:3–5
- Study Year:2021–2022
Meet the Authors
Molly K. Duncan, Ph.D.
Molly Duncan is a research scientist on the Efficacy and Implementation research team at Curriculum Associates. She studies the efficacy of Curriculum Associates’ programs and how they are used in real classrooms. She is especially interested in designing rigorous quasi-experimental studies that meet the criteria for ESSA Tier 2 (moderate) evidence and in studying early literacy. Prior to joining Curriculum Associates, Molly worked in program evaluation for a large public school district and earned an M.S. and Ph.D. in Educational Psychology from Georgia State University.
Madison A. Holzman
Madison Holzman, Ph.D., is an associate director at Curriculum Associates. She guides the research agenda for teacher-led reading research and conducts research evaluating the impact of Curriculum Associates’ programs on key student outcomes. Previously, she provided assessment consultation in higher education and taught graduate-level courses. She earned a B.A. in Philosophy from Slippery Rock University, an M.Ed. in College Student Personnel Administration, and a Ph.D. in Assessment and Measurement from James Madison University.