Efficacy Research

Impact of Magnetic Comprehension on Student Reading Achievement in Grades 3–5

Overview

Published: February 2023

Curriculum Associates conducted a study examining the impact of Magnetic Reading on reading achievement for students in Grades 3–5 from seven elementary schools. The results from this study provide evidence that Magnetic Reading has a positive and significant impact on Grades 3–5 students’ reading achievement and growth. Moreover, these findings support that Magnetic Reading may be a meaningful investment for supporting the acceleration of student learning.

Program:Magnetic Comprehension
ESSA Level:2—Moderate
Subject:Literacy
Grades:3–5

Meet the Authors

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.

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.