The EPP evaluated the impact on student learning data (Standard 4.1) on PK-12 learners in local school districts. The results from four WLU program completers indicated in the table demonstrated a positive impact on PK-12 learners via a pre and post-test format related to classroom instruction. The action bases research included multiple grades and ability levels. The study of morphological awareness instruction was based on a special education resource classroom. The benefits of multi-sensory instruction took place in the traditional classroom. While the computer-based reading comprehension study evaluated at-risk reading students. The greatest impact on learning was demonstrated with the benefit of multi-sensory instruction on spelling at reading grade level.
Impact on student learning (Action Research 2019)
|Participants||Grade Level||Pre-Test||Post-Test||Impact on Learning||Summary|
|Morphological Awareness instruction||6||8||40%||70%||75%||The overall study provided strong evidence of explicit morphological awareness instruction benefits students with learning disabilities|
|Multi-sensory reading and phonic instructions based on PALS assessment||20||4||7.85||15.4||96%||The benefit of multi-sensory instruction on spelling at reading grade level. Twenty participants 10 boys and 10 girls over a three week period, assessment consisted of 20 sight words.|
|Computer-based reading comprehension||6||4||50%||68.6%||37.2%||37.2% increase in reading comprehension for the focus group. The focus group consists of at-risk students.|