Gold Standard Study of Blended Learning Reading Program in Michigan Shows Significant Effects for Adolescent Learning Disabled

  Gold Standard Study of Blended Learning Reading Program in Michigan Shows
        Significant Effects for Adolescent Learning Disabled Students

Students in System 44® Significantly Outperform Their Peers in Control Group

PR Newswire

NEW YORK, April 1, 2013

NEW YORK, April 1, 2013 /PRNewswire/ --Breakthrough research on a blended
learning program for students who struggle severely with reading is among the
few to show significant effects for students with learning disabilities. The
study of System 44®, a foundational reading program from Scholastic (NASDAQ:
SCHL) that helps older struggling readers catch up to their peers, took place
in Saginaw, Mich., and evaluated student growth on multiple assessments
compared to a control group of students receiving other interventions.


Conducted by RMC Research during the 2011-2012 school year, the research
showed that System 44 had significant effects on the students enrolled in the
program in grades 4-8, more than half of whom were identified as learning
disabled. The study found a positive, statistically significant effect using
several different reading measures. For example, the estimated effect size on
CTOPP Elision, a measure of phonemic sensitivity, was 0.27 for all System
44students and .36 for learning disabled students using the program,
equivalent to students improving their skills by11 and 14 percentile points,

The result of a collaboration between Scholastic and two leading experts on
phonics instruction and educational technology -- Dr. Marilyn Jager Adams,
Visiting Professor, Cognitive and Linguistic Sciences Department, Brown
University and Dr. Ted Hasselbring of the Peabody College of Education at
Vanderbilt University --System 44brings a research-based instructional model
to classrooms that blends teacher-led instruction with powerful, adaptive
technology that delivers personalized instruction to students and data to

The System 44 adaptive software provides each student with individualized
instruction in phonics and foundational reading skills, deliberate practice,
visual representations, instruction in multiple modalities, and second
language support in Spanish – essential supports for students who face
learning challenges or have special needs.

The study in Saginaw followed 368 students in several schools within the
district, half of whom were randomly assigned to System 44 and all of whom
began the year reading far below grade level expectations. The researchers
used multiple independent assessments to measure student growth from the
beginning of the school year to the end.

"The results of this study show that with the right combination of
research-based teaching methods, cutting-edge technology that helps teachers
individualize instruction, and a relentless focus on data and the needs of
each student, children facing tremendous obstacles can learn to read and
succeed," said Margery Mayer, President of Scholastic Education. "It's
humbling to know that the work we put in day after day to help open doors for
students to college and career is paying off."

The results of this study add to the scant body of literature on the impact of
reading intervention for upper elementary and middle school students with
reading disabilities. The significant improvements in performance for students
receiving System 44 suggest that we can change the course of learning for our
most at risk, older struggling readers, thereby opening the door for later
learning and success in life.

"As educators, we feverishly seek practices that will allow all of our
students to reach their highest academic potential. System 44 has demonstrated
that through a strong implementation practice, it can have a positive impact
on student reading," said Dr. Carlton D. Jenkins, Superintendent of Saginaw
Public Schools. "From these results, I gained a strong sense of confirmation
about what can occur for all students when you design learning partnerships
around appropriately trained teachers, building level instructional leaders
and committed partners like Scholastic."

"I am truly amazed at the results System 44 was able to produce, particularly
with our middle school learning disabled students," said Melinda Carroll,
Director of Special Education for the Saginaw schools. "Its intense,
prescriptive, laser-like focus, was able to move struggling readers forward by
grade levels, in such a short period of time."

For more information about Scholastic, visit our media room

SOURCE Scholastic Inc.

Contact: Tyler Reed, Scholastic Inc., 212-343 6427,
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