Research & Results



The goal of LANGUAGE! Live is to provide students with the tools and scaffolding for success in grade-level instruction. Results in this report showed that pacing in an intervention like LANGUAGE! Live is important for optimal results. Good pacing* indicates students are moving through the curriculum efficiently while maintaining the integrity of the material.

LANGUAGE! Live combines teacher-led instruction in advanced literacy skills, called Text Training (TT), and online instruction in foundational skills, called Word Training (WT).

The results show students who completed LANGUAGE! Live instruction with good pacing made gains that closed the academic gap with their peers. Download the full report for regional and state results, as well as results for general education students, students with disabilities (SWD), and English language learners (ELL).

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*Pacing expectations are based on the implementation model chosen by the district and are usually set at either an expectation of completing 6 or 12 units within one academic year.

Click on the circles below to explain LANGUAGE! Live results.

IMPLEMENTATION CASE STUDY—Knox County, Tennessee, 2014–2015 School Year


Students in Knox County Schools, Tennessee, experienced growth in comprehension and contextual fluency when LANGUAGE! Live was implemented as recommended in the 2014–2015 school year. The students in grades 6–12 were on track to complete the recommended number of units for Word Training and Text Training. Level 1 and Level 2 students who were on-pace in the program received LANGUAGE! Live instruction for at least 45 minutes daily, alternating Word Training and Text Training days. This had them on schedule to finish six units of LANGUAGE! Live in one year.

Typical gains for students in grades 6-11 for this same time period is 12-35L. LANGUAGE! Live students, whether classified as “on pace” or “not on pace,” exceeded typical gains.

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**Effect sizes are based on the beginning-of-year (BOY) and midyear (MOY) score means. Effect sizes are calculated by dividing the difference between BOY and MOY means by the pooled standard deviation of the BOY and MOY score means. Effect size information is based on Cohen (1988). Effect sizes of 0.2 are considered small, 0.5 are medium, and 0.8 are large. Generally, effect sizes of 0.3 or more are considered educationally meaningful.

Research Foundations

Author Louisa Moats

Louisa Moats, EdD

According to the Carnegie Council on Advancing Adolescent Literacy (2010), the educational system has been able to improve instruction in reading and writing skills of younger students in grades K-3, but has not been able to help adolescent students keep up with the accelerating demands of the global knowledge economy. While the problem is complex, we do know how to improve the low literacy skills of adolescent poor readers, and need to do so if the intent of the Common Core State Standards is to be realized. Solutions require age-appropriate, effective, research-based instruction. This paper introduces the program LANGUAGE! Live. After we describe the extent and the nature of the problems of adolescents who struggle with reading, we discuss the content and instructional strategies for this population that are supported by current, scientific research. We then describe the product and its components. We conclude the paper with a discussion of computer-assisted instruction and its benefits for adolescent students. The aim of this paper is not to provide instructions on how to use LANGUAGE! Live but rather to provide the research and rationale behind the product.

Research Foundation

Results Snapshot

Implementation and Field-Test Results

Results Report

Comprehensive Results Report

Bartlett High School
Success Story

Antavia Hamilton-Ochs, English teacher at Bartlett High School in Anchorage, Alaska, talks about student challenges:

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