The Impact of Magnetic Reading Foundations on Early Literacy Skills
Overview
Published: October 2024
In this study, the Efficacy team at Curriculum Associates examined the impact of Magnetic Reading Foundations (MRF) on Grades K–2 students’ reading scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) assessment and the i-Ready Inform (formerly i-Ready Diagnostic) for Reading. Models estimate students who use MRF score an average of four points higher on end-of-year DIBELS and nine points higher on the end-of-year i-Ready Inform (formerly i-Ready Diagnostic) than similar students who do not receive MRF instruction. In a sample of students who began the year with similar scores on these pretest measures of reading, students from classrooms that used MRF demonstrated greater Typical Growth and Stretch Growth® than students from classrooms using other curricula and materials. The rigorous design of this study meets the criteria for Every Student Succeeds Act (ESSA) Level 2 evidence.
DIBELS® is a registered trademark of the University of Oregon.
- Program:Magnetic Foundations
- ESSA Level:2—Moderate
- Subject:Literacy
- Grades:K–2
- Topic:Early Literacy
- Study Year:2023–2024
Meet the Author
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.