Forecasting ROI from Fast ForWord® and Reading Assistant™ Products

• June 21, 2011 by Andrew Ostarello

Return on Investment, or “ROI” is a straightforward concept.  With educational interventions, we invest something (typically time, money, or energy) and receive some benefit. 

The primary benefit of investing time, money, and energy in Fast ForWord® and Reading Assistant™ products is increased student achievement.  This benefit has always been a focus for Scientific Learning.   However, in our discussions with customers, we realized that many district stakeholders had a parallel benefit that they are concerned with: the financial impact on their district as a whole.  We decided to see if we could address and quantify this parallel (and perhaps complementary) view of ROI.

We identified four areas where data suggest that implementation of Scientific Learning products can impact a district’s financial costs:

• Reduction of the high school dropout rate
• Reduction of referrals to special education
• Reduction of the number of students who require ELL services
• Reduction of the number of students classified as “struggling readers”

Here’s an example of how we tried to quantify one of these benefits.  A district in Swartz Creek, Michigan observed a 30% drop year-over-year in special education referrals after implementing Fast ForWord products with their students. To be safe, we chose a very statistically conservative estimate for the reduction a new customer might expect to see in their special education referral rates: 21.2%.  Technically, we got this by looking at the lower bound of a 95% confidence interval for the effect based on the Swartz Creek data.  

These estimates led to the creation of Scientific Learning’s Return on Investment Tool.  The tool estimates the ROI—that is, the true financial cost—of using Scientific Learning products over a three year horizon.  This includes the initial software purchase and three years of product support. Note that we often see ROIs greater than 100% (i.e. a net financial benefit) for medium to large implementations with lots of students.

If we take a look at a three-year ROI for a large implementation, in year one the costs exceed the financial benefits, but in subsequent years the products more than pay for themselves.  Actual estimates will depend greatly on the individual district and the scope of the implementation. 

To get an ROI estimate for your school or district, contact us.

Related Reading:

Over 45% Relative Improvement in Students Reaching Proficiency

79% of ELL Students Increase Proficiency by One or More Levels

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Categories: Education Trends, English Language Learners, Fast ForWord, Reading & Learning, Reading Assistant, Scientific Learning Research, Special Education

Tags: high school learning, increased test scores, investing in innovation, school leader effectiveness, struggling readers, student growth, technology in education, video

Making Computerized Learning Work Takes WORK

• March 31, 2011 by Terri Zezula

Having built a career in the world of education and computerized learning, I have always tried to maintain a healthy, objective skepticism towards what I do. When it comes to professional integrity, my top priorities are ensuring that the solutions I work with are developed and vetted based on reliable research, and that these solutions are delivering real results for educators and students.

So, which computerized learning systems work and which ones don’t? Given how differently organizations formulate and interpret the numbers, it’s challenging to get at a singular accurate answer. I know for a fact that all too often schools and districts implement these computerized learning solutions—with the best of intentions—and find that they don’t work as promised. Why?

Quite simply, making these solutions work takes work. They are not “plug and play,” nor are they designed to be a one-size-fits-all magic bullet. Computerized solutions—Fast ForWord® and Reading Assistant™ among them—take careful planning, hours of professional development, and a deep staff and leadership commitment to following implementation protocols.

These systems do not do the work of teachers; they are tools to supplement teacher instruction and inform educators’ decisions.  They are not, nor were they ever meant to be, a substitute for highly qualified educators. But when implemented and used correctly, computerized learning systems can and do help educators identify and address individual student needs and deliver results.

Scientific Learning offers an entire library of success stories and research, as well as independent reviews that demonstrate product effectiveness. But look at every single success and behind it you will not just find a product. You will find that the people using that product held a deep commitment to following the plan and making it work.

In conclusion, we must realize that none of these are new arguments. Even 10 years ago when computer-based learning was still very much in its infancy, researchers knew that these systems should not be expected to work on their own; they need to be embedded within great instructional practices. For a look back at key e-learning principles that still stand strong today, read the 2000 article, Changing How and What Children Learn in School with Computer-Based Technologies, by Roschelle, Pea, Hoadley, Gordin and Means.

Another Resource:

Technology and Education Achievement:  http://abc-article.co.cc/technology/technology-and-academic-achievement/

Related Reading:

Video Games: A New Perspective on Learning Content and Skills

Can You Predict Student Reading Growth?

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Categories: Education Trends, Fast ForWord, Reading & Learning, Reading Assistant

Tags: school leader effectiveness, teacher impact, technology in education

After Just 24 Days, Summer School Students Significantly Improve Reading Scores

• March 24, 2011 by Logan De Ley

In a 5-week summer program, students at eleven schools from Wayne County Public Schools in North Carolina used the Reading Assistant software from Scientific Learning. To evaluate the impact of this program, the district conducted an observational study using reading scores, collected before and after the intervention, from 117 students.

The outcomes measure used for the study was Reading Progress Indicator - RPI for short. This computer-based assessment is standardized and nationally normed, and it is correlated with other widely used reading measures. RPI assesses student learning in four key skill areas: phonological awareness, decoding, vocabulary, and comprehension.

Study participants used Reading Assistant software, which combines advanced speech verification technology with research-based interventions to function as a personal tutor for guided oral reading practice. On average, the study participants worked with the software for a total of 6.3 hours over a 24 day period.

At the beginning of Wayne County’s summer program, the study participants scored at the 21^st percentile in reading skills, on average. Five weeks later, after working with Reading Assistant, the study group moved to the 30^th percentile in reading skills – a statistically significant improvement. They also improved their average reading level, moving from “struggling readers” to “emerging readers.”

Related Reading:

How Does Learning Coach Technology Work?

Can Scientific Learning Products Improve School Test Scores?

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Categories: Education Trends, Reading Assistant, Scientific Learning Research

Tags: academic success, accelerate learning, below grade level, child reading development, how children learn, improving reading skills, increased test scores, literacy, phonemic awareness, reading test gains, student reading growth, technology in education, vocabulary

Truth in Numbers: School Achieves Statistically Significant Improvements on TAKS

• March 3, 2011 by Logan De Ley

In the 2008-2009 school year, selected students at Sam Houston Elementary School in the Grand Prairie Independent School District, TX, worked with the Reading Assistant software. To evaluate the impact of this intervention, the school conducted an observational study using scores from the Texas Assessment of Knowledge and Skills, or “TAKS,” the annual state assessment. Administered in the spring of each year, students throughout Texas take the TAKS, which measures progress against the state’s curricular standards.

On average, the study students worked with the Reading Assistant software for a total of two and a half hours over a 27-day period. The outcomes measure used for the study was the reading portion of the TAKS. Assessment results were reported in Lexile scores, which provide a continuous scale for tracking students’ reading achievement over time.

Before and after scores were available for 18 fifth graders who had worked with the software:

• Prior to using Reading Assistant, many of these students were struggling readers. Only 56% of study participants met the state standard for reading proficiency in 2008. The group’s average reading level was more than a year below what it should have been for their grade.
• After using Reading Assistant, the percentage of students who met the Texas state standard for reading proficiency increased from 56% to 78%. The group’s average Lexile score went up from 541 before using the software to 753 after using the software.

The study group showed statistically significant gains in both reading score and passing rate, suggesting that guided oral reading practice with Reading Assistant had a dramatic impact on reading achievement. Reading Assistant software combines advanced speech recognition technology with research-based interventions to function as a personal tutor for guided oral reading practice.

For more information, please see the Educator Briefing on this study as well as any of our 200+ additional reports on results schools and districts have achieved with Fast ForWord and Reading Assistant software. If you have questions about any of our research studies, please contact us.

 

Related Reading:

One Half Year Increase in One Month with Reading Assistant

Nevada Department of Education: Fast ForWord is a “High-Gain Program”

 

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Categories: Reading & Learning, Reading Assistant, Scientific Learning Research

Tags: academic success, accelerate learning, child reading development, elementary school learning, improving reading skills, increased test scores, learning to read, literacy, reading comprehension, reading intervention, reading test gains, student reading growth, TAKS, technology in education, Texas, video

Private Providers: Register Today for Scientific Learning’s 2011 Visionary Conference!

• February 16, 2011 by Valerie Lukecart

Are you on a quest to develop the maximum potential of each client you serve? Do you strive to excel in your clinical implementations of the neuroscience based Fast ForWord® and Reading Assistant™ software? Are you eager to learn more effective ways to market your business and brand your unique way of providing clinical expertise, or to hear the latest outcomes on independent neuroscience research?

Then the 2011 Visionary Conference is all about you! Plan now to join us for the 2011 Visionary Conference, March 24-26, taking place again this year in San Diego. Scientific Learning's founders will present new research and strategies highlighting the effective use of the company’s proven products. Additional topics will be covered during this engaging two-day conference, plus, there will be time for discussion and opportunities to network with your peers.

Choose how you want to participate – join us in person or online! While the live event will take place in San Diego, if travel doesn’t fit into your plans, we invite you to participate via WebEx.

Whatever you choose – live or virtual – registration for this event is free, but all attendees must register in advance to reserve a space.

And if you join us in San Diego, Scientific Learning is covering all of your conference costs, materials, supplies and meals – all you need to do is provide your own travel and accommodations.  

The deadline of March 14, 2011 is coming fast, so register today for the 2011 Visionary Conference.

Related Reading:

Teaching and Learning with Intent through Guided Reading Activities

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Categories: Fast ForWord, Reading Assistant, Scientific Learning Research

Tags: academic success, accelerate learning, Scientific Learning events

Test Scores Exceed State Average in 4 Subject Areas After Fast ForWord

• February 15, 2011 by Andrew Ostarello

St. Mary Parish began using Fast ForWord products in the 2006-2007 school year with eight elementary schools.  Over the next few years they continually expanded until they had a full district implementation by 2009-2010.  Overall, Fast ForWord and Reading Assistant products were used by almost 6,000 St. Mary Parish students by 2010.

This study investigates the changes during that time to the district’s performance on the Louisiana Educational Assessment Program, or LEAP for short.  This test is given to 4^th and 8^th grade students.  The following analyses consider four main subtests: English/Language Arts, Math, Social Studies, and Science.

After implementing Fast ForWord products, the St. Mary 4^th grade passing rate for ELA converged upon, and then exceeded the state average.  After Fast ForWord was introduced, the percentage of the district’s students passing the LEAP Math test increased dramatically.  The 4^th grade Science test exhibits the same trend as does the 4^th grade Social Studies test.

The gap in passing rates between black and white students has also been reduced for both the elementary English and elementary Math LEAP tests.  There has also been a longitudinal increase in the percentage of 4^th graders meeting the overall promotion standard since Fast ForWord products were introduced - from 65% in 2006 to 85% in 2010. 

Following Fast ForWord implementation, district LEAP performance approached and then exceeded the state average in all four subjects.  The performance gap between black and white students closed significantly.  And finally, the 4th grade promotion rates steadily increased.

For more information, please see the Educator Briefing on this study as well as any of our 200+ additional reports on Fast ForWord software results. If you have questions about any of our research studies, please contact us.

Related Reading:

Can Scientific Learning Products Improve School Test Scores?

Over 45% Relative Improvement in Students Reaching Proficiency

Dr. Donald Aguillard: Improving Louisiana Educational Assessment Program (LEAP) Scores in St. Mary Parish Schools

 

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning, Reading Assistant, Scientific Learning Research

Tags: academic success, accelerate learning, achievement gap, assessments, brain training, child reading development, elementary learning, elementary school learning, how children learn, improve test scores, improving reading skills, increased test scores, LEAP, learning to read, literacy, Louisiana, middle school learning, reading comprehension, reading intervention, reading test gains, student reading growth, technology in education, video

Unlocking the Potential of English Language Learners

• January 18, 2011 by Peter Carabi

A few weeks back, I contributed a blog entry that provided some information on how Scientific Learning programs are implemented around the world via our Value Added Representative (VAR) partners.

Today, I want to discuss one such VAR in particular, our friends from BrainMaps, based in Shanghai, run by the husband and wife team of Tiffany and Rick Lee.  BrainMaps currently has a total of seven owned or affiliated centers, and it focuses on helping children generally between the ages of 6 and 12 more rapidly acquire English reading and oral fluency skills.  Over the next three to four years, BrainMaps plans to have over 50 centers throughout the People’s Republic of China. Perhaps more so than in any other non-English speaking country, the benefits of English proficiency for the Chinese are very concrete in economic terms.  English proficient professionals will on average earn over 50% more for the same job than their less proficient colleagues.

The Lee’s bring years of experience to the practice of English learning, having been heavily involved in the Wall Street Institute (a global network of English learning centers) prior to their association with Scientific Learning.  What drew them to our programs was the strong research base, the proven results, and the sharp contrast between our methodology versus the typical “content” approach of the competition.  Amongst a large collection of international, regional and local competitors in the after-school ESL market in China, BrainMaps is unique in providing a brain-fitness/cognitive skills approach to English learning. 

Children at a BrainMaps center begin with three to four months of intensive Fast ForWord use, usually beginning with the Fast ForWord Language program.  This is followed by 26 weeks of use of the Reading Assistant product, which includes an innovative 45 minute direct group instruction session each week with a teacher using an interactive whiteboard to provide guided reading activities around a Reading Assistant story.  This session is followed by a student “recital” period, where, gathered in front of the parents who have arrived to fetch their child from the learning center, the child reads a selected Reading Assistant story.  Parents can see and hear the difference from week to week.  This kind or vivid progress, augmented by the Progress Tracker reports showing gains on Words Correct Per Minute (WCPM) as well as improved comprehension scores, is what gives parents and the children themselves confidence in the BrainMaps method.  After the 26 week period, the child reverts to another Fast ForWord program for two to three months, followed by another 26 week cycle of Reading Assistant, and so forth.

There is a rich vein of Chinese culture at play in the development of the BrainMaps instructional model.  According to the Lee’s, their learning model is similar to the steps required to become a Kung-fu master.   For Kung-fu mastery, there are three “must have” criteria, activating Ren-du acupuncture nodes, strengthening the inner chi-gong (internal energy), and intensively practicing the kung-fu formations.  For the non-native speaker to learn English effectively, the analogous steps are to first unlock the learning potential, and then, in a sense, construct the English brain.  Proper use of Fast ForWord products helps to address these two criteria.  Finally, enriching the English knowledge comes about through use of Reading Assistant software, as well as via the Fast ForWord Reading programs.

BrainMaps branding includes the phrase, Powered By Scientific Learning, and we are proud of our association with this innovative use of our programs to help Chinese learners master English, putting them on a path for future success.  The Lee’s welcome visitors who may be passing through Shanghai, and they can also be reached at rick.lee@brainmaps.com.cn.  Or, feel free to contact me at pcarabi@scilearn.com.

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Categories: Brain Fitness, English Language Learners, Family Focus, Fast ForWord, Progress Tracker, Reading Assistant

Tags: academic success, accelerate learning, brain training, child reading development, improving reading skills, innovation, language learning, literacy, reading comprehension, Scientific Learning VARs, technology in education

What Makes Superman So Great? Closing the Achievement Gap

• December 14, 2010 by Terri Zezula

He gets results! Rescuing the good citizens of Metropolis and instilling hope and wonder in all citizens. Yes, it’s a comical notion but we love to believe in the Superheroes and their ability to get things done!

When it comes to education, we look to our school district leaders to get things done – improved student achievement, high quality schools and low cost education programs that get maximum results. Especially in light of recent reports that show the US lagging behind other countries in reading, math, science and social studies. But there is one district in Louisiana that is getting things done – their results are proof that good leadership, a supporting community and proven education programs can turn a district around, from failing to proficient in a short amount of time.

Once a low performing district, the St. Mary Parish Public School System has achieved significant gains to become a role model for schools looking to make dramatic changes in their performance. After using the Fast ForWord® and Reading Assistant™ family of educational software products to strengthen students’ brain processing and literacy skills, students have increased their reading proficiency, and improved their achievement on state tests. In addition, fourth grade promotion rates have increased and test scores for student subgroups have improved, with the district making significant progress toward closing the achievement gap.

During the 2006-07 school year, St. Mary Parish started school-wide use of the Fast ForWord software at eight elementary schools that were in Academic Assistance. During the 2008-09 and 2009-10 school years, the Fast ForWord program was extended to the rest of the district. Students in grades three through five work with the Fast ForWord products 30, 40 or 50 minutes a day, depending on the school. Since 2008, the district has implemented Reading Assistant software as well.  Reading Assistant combines advanced speech-verification technology with the latest reading science to help students strengthen their fluency, comprehension, and vocabulary.

Results

• Improved state test scores
• Increased fourth grade promotion rate
• Fewer students required to attend summer remediation
• Reduced achievement gap

From 2006 to 2010 the percentage of fourth graders performing at or above the Basic level on the initial LEAP ELA test increased from 55 percent to 78 percent. In 2008, for the first time in a decade, the district exceeded the state average for the percentage of fourth graders reading at or above Basic on the initial ELA test. In addition, for the first time in years, the district had no schools labeled Academically Unacceptable.

Similarly, from 2006 to 2010, the percentage of fourth graders performing at or above Basic on the initial LEAP test rose from 59 to 79 percent in Math, from 53 to 69 percent in Science, and from 59 to 72 percent in Social Studies.

Fourth Grade Initial LEAP Test
Subject	2003	2004	2005	2006	2007	2008	2009	2010	Net Change*
ELA	53%	54%	60%	55%	64%	73%	73%	78%	+25%
Math	54%	54%	62%	59%	59%	71%	69%	79%	+25%
Science	45%	56%	59%	53%	59%	66%	67%	69%	+24%
Social Studies	56%	58%	55%	59%	66%	63%	63%	72%	+16%

*Net Change is measured from the year before Fast ForWord participation to 2010, i.e. 2006-2010 for 4th graders.

Fourth Grade Promotion Rates

In addition to improving LEAP scores, St. Mary Parish collected longitudinal data about the percentage of fourth grade students each year who were promoted to fifth grade. From 2006 to 2010, the district’s fourth grade promotion rate improved from 65 to 85 percent.

Both general education and special education students showed a positive trend in fourth grade promotion rates. Between 2006 and 2010, the fourth grade promotion rate improved from 67 to 88 percent for general education students, and from 33 to 59 percent for special education students.

 “Over the past four years, our fourth grade students have made astounding gains, outpacing their state counterparts in English language arts as well as math and science,” said Superintendent Dr. Donald Aguillard. “Our fourth graders now rank 14th in the state, signifying a continuance of annual proficiency increases since 2006. As a result, the number of fourth graders who require summer remediation has declined significantly, and students’ self-confidence and motivation have soared. In reading and across the curriculum, our students are clearly benefitting from our ongoing efforts to provide effective, targeted instruction and interventions through the Fast ForWord and Reading Assistant programs.”

St. Mary Parish Public School System is an example of a district that is getting results – making significant gains in reading, math, social studies and science. Providing the standard for making our education system No. 1 in the world again!

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Categories: Education Trends, Fast ForWord, Reading & Learning, Reading Assistant, Special Education

Tags: academic assistance, academic proficiency, academic success, accelerate learning, achievement gap, below grade level, elementary learning, elementary school learning, fluency, improving reading skills, increased test scores, LEAP, Louisiana, math, motivating students, reading comprehension, reading intervention, school leader effectiveness, science, social studies, struggling readers, struggling students, student reading growth, technology in education, vocabulary

Scientific Learning Around the World

• November 9, 2010 by Peter Carabi

Most readers of this blog are familiar with some of the “life-changing” stories associated with the use of Scientific Learning (SLC) programs (Fast ForWord and Reading Assistant) in schools and clinics in North America.  But did you know that these same remarkable results are being achieved with students all over the world?  While the use of our programs continues to expand in North America via sales to school districts and in conjunction with private providers, the company also has a growing international presence.   Currently, SLC has a network of 25 Value Added Representatives (VARs) who provide our programs in over 45 countries (for a list of VARs and their countries.  To obtain a list of our VARs, please visit http://www.scilearn.com/company/international/list-of-intl-vars/.  The growth of the international market for SLC is considered a high priority, and is fueled by increasing awareness of brain fitness and the role of cognitive neuroscience in the learning process, as well as a keen emphasis (especially in Asian countries) on English language learning as a prerequisite for career success.

Our VAR network is composed of expert implementers of our programs, with backgrounds in such areas as speech pathology, English language learning, audiology, physical therapy, and reading theory.  In most cases, VARs deliver Fast ForWord and Reading Assistant in combination with other interventions, therapies, and curricula, to address the particular needs various sub-groups of users.  Most VARs have developed strategies to address the needs of different segments of their local users. For instance, most VARs have one or more of their own after school-day learning centers.  In addition, they usually develop a network of “sub providers” (who can be composed of therapists, tutoring or language learning center operators, or other specialists).  Finally, many VARs also conduct direct sales efforts to public and private schools.  In each case, the kinds of “value added” services they provide will vary according to the needs of the partner or end user.

In addition to the many instances amongst our VARs of life-changing stories of success with individual students, several international research studies have been conducted which have added to the mounting library of evidence of the efficacy of our programs.  These studies (visit http://www.scilearn.com/scientifically-based-research/international/10/) include research from Singapore, Germany, Bermuda, India, Australia, the UK, Ireland, Philippines, and Thailand. 

It has taken time for the concept of brain fitness to gain widespread acceptance in North America.  The same is true internationally.  But recent events have dramatically demonstrated that educators and parents around the world are beginning to understand the power of our programs to build brain fitness, increase academic performance, address specific learning disorders, and enhance English language proficiency.   For instance, in the area of special needs, in 2009 the Australian Government’s Department of Families, Housing, Community Services and Indigenous Affairs named Fast ForWord as an approved intervention for children diagnosed with Autism Spectrum Disorders (ASDs).  In South Korea, our local VAR partner (which has over 120 sub partners and school clients) has an official relationship with the Korea Association of Primary English Education (KAPEE) as a result of KAPEE’s observation of the success of Fast ForWord and Reading Assistant to help students quickly increase their English reading and speaking proficiency.  And, in China, preliminary results of research conducted in conjunction with two prestigious universities (Peking University and Beijing Normal University) has shown impressive results for Chinese students using Fast ForWord. 

More information about our VAR program can be found at www.scilearn.com/international.  Our VARs are a committed, caring group of professionals who are happy to share what they have learned about our programs, and they always extend warm invitations to visitors who may be traveling in their countries on vacation and/or business, to visit their centers and learn more about how they incorporate our programs into their businesses.  For more information, you can contact me at pcarabi@scilearn.com.

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Categories: Brain Fitness, English Language Learners, Fast ForWord, Reading Assistant

Tags: academic proficiency, academic success, accelerate learning, improving reading skills, language learning, Scientific Learning VARs

Building a Foundation for Academic Success

• October 15, 2010 by Logan De Ley

Becoming an expert reader depends upon having extensive reading experience. Researchers often refer to an individual’s cumulative reading experience as their level of “print exposure,” and they have found that print exposure is linked to educational achievement, that it depends on reading fluency, and that it varies widely among both children and adults. Reading a lot will certainly make you a better reader, but does it have any other cognitive consequences? Cunningham and Stanovich conducted a series of studies to answer this question. Their studies consistently showed that sheer volume of reading is a powerful predictor of verbal skills and world knowledge. In addition, they concluded that “reading yields significant dividends for everyone—not just for the ‘smart kids’ or the more able readers.”

In another study, Cunningham and Stanovich collected data from a group of students over a ten year period, to examine the relationship between early skills and 11th grade print exposure. Across a range of 1st grade measures, the most important predictor they found was the students’ reading fluency, as measured by tests of decoding, word recognition, and comprehension. It is worth noting that they found an even stronger connection between 3rd and 5th grade reading fluency and 11th grade print exposure. This suggests that students who don’t get off to a quick start can overcome that setback, as long as they eventually become fluent readers.

Just how much does children’s exposure to print vary? Data collected by Anderson, Wilson, and Fielding, who investigated how much time fifth graders spent reading books outside of school. They found quite a range: children at the 10th percentile averaged only one tenth of a minute per day, while children at the 90th percentile averaged more than 20 minutes per day – 200 times as much – and the students who read more made greater gains in reading comprehension.

Students who don’t choose to read independently are usually non-fluent readers, and they may benefit from interventions that improve fluency and increase print exposure. As daunting as this gap looks, adding just 10 minutes of book reading time each day could substantially reduce it.  Increased exposure would move a student from the 30th percentile to somewhere above the 70th percentile in words read per year.

Teachers can’t control how their students spend their time outside of school. However, by providing well structured guided oral reading practice, they can help their students gain fluency and increase print exposure during the school day. Scientific Learning Reading Assistant™ software is a tool that helps teachers provide this kind of research-based reading intervention. Reading Assistant is designed to help students across a wide range of ages and ability levels to become more fluent readers.

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Categories: Family Focus, Reading & Learning, Reading Assistant

Tags: academic success, achievement gap, child reading development, early learning, elementary school learning, improving reading skills