Independent Studies and Articles Demonstrate the Effectiveness of LANGUAGE! on student learning

SIGNIFICANT GAINS in all areas of testing

“The use of the LANGUAGE! curriculum for intervention resulted in significant gains in all areas tested: word recognition, oral reading fluency, and reading comprehension.”

—Klemp, R. (2005, November). LANGUAGE! program evaluation Los Angeles Unified School District. Paper presented at the 56th Annual Conference of the International Dyslexia Association, Denver, CO.

STUDENT BENCHMARK data improves along with teacher instruction

“Observed growth in relative standing for most grade levels on most reading measures suggests that these students were beginning the process of normalizing their reading skills. Typically, students whose skills are so poor would make no growth in relative standing and might even fall further behind their peers without an intensive intervention.”

—Moats, L. C. (2004). Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading & Writing Quarterly, 20, 145–159. doi:10.1080/105735604902620828)

READING PROFICIENCY scores rose significantly

“Results showed 96 percent of students demonstrated growth in one or more areas of literacy (fluency and/or comprehension) after one year of LANGUAGE! instruction. More than half of the students who made growth in both fluency and comprehension (60 percent or 100 students) also improved on their Reading Proficiency subtest of the 2008 Ohio Achievement Test (OAT) at the middle school level or the Ohio Graduation Test (OGT) at the high school level.”

—Parker, E. G. (2009). Assessing the impact of the reading intervention LANGUAGE! on state reading proficiency scores for secondary students with disabilities (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3368229)