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. |