Real Results

To-date, TLP has helped more than 6,000 struggling readers throughout Long Beach, Orange County, Los Angeles and Coachella Valley. In 2012, the Orange County Department of Education (OCDE), Evaluation, Data and Assessment Center (EDAC) completed an independent review and concluded, “Tested students began the program with lower reading skills than the comparison group, and tested significantly higher than non-participating students at the end of the program. Despite different grades, ages and schools, participating students consistently outperformed their classmates who were not enrolled in the reading program.”

The ongoing and demonstrated success of the program led EDAC to write an addendum Executive Data Summary (February 2014) to its previous report stating that TLP’s program impact excelled beyond the previous findings—participating students improved an average of three-fourths a grade level or equivalent to seven months of classroom instruction over the course of TLP’s literacy program.

Academic Gains

Our literacy program, co-developed by the Regents of the University of California, provides in-classroom 6-week reading programs at “no cost” to second-grade students. This program of exceptional merit is fun, socially interactive, and promotes collaborative learning amongst students through group experience. It teaches the fundamental principles of phonics and literacy in all three learning modalities – audio, visual and tactile – critical to children with varying learning styles. 

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Unique in the field, the program was designed to align with approved classroom curriculum based upon the California Basic Phonics Skills Test mode of learning. Through strategic pre- and post- testing, it proves significant measurable growth in phonics, word decoding, word identification, English fluency, and reading. This is crucial to developing and advancing personal literacy.

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Attitudinal Gains

Students participate in an attitudinal survey before and after their 6-week reading program. The objective of this survey is to assess a student’s attitude toward reading and their experience in the program. Results indicated that students had a positive attitude toward learning basic reading skills, gained confidence to read aloud in class, enjoyed reading more after completing the program, and recognized the correlation between reading and school success. 

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The students surveyed proved positive attitudes in five distinct areas:

A.       Enjoying to read – 85% improvement in attitudinal scores

B.       Self-assessment of reading level increase

C.       Understanding how reading helps their performance in school

D.       Understanding how reading helps their attitude about school

E.        Self-confidence to read out loud in a classroom

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Longitudinal

Currently, academic and attitudinal results of The Literacy Project’s 30-hour reading program include pre-intervention and post-intervention analysis which produces significantly positive measurable growth of reading skill levels and self-confidence towards reading. The longitudinal study research will address the effects of The Literacy Project’s program starting with the end of 2nd grade, exploring whether the immediate differences of the intervention are sustained throughout the school year and through the end of 4th grade. This is to ensure the next level of credibility, in that while a literacy program looks promising with a positive difference in the pre/post-test data, the question remains whether results fade immediately or over time. 

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The longitudinal study and evaluation will include the participating student and the control group. Pre- and post-testing will determine the retention rate of specific reading skills that links back to their reading program. A slip sheet will include a short paragraph on the importance of addressing the retention rate of literacy skills beyond the reading program, evidence of retention rates for third and fourth-grade students to further showcase the benefits of The Literacy Project program.

The Literacy Project’s longitudinal study will be completed in June 2018 and is anticipated to document the successful skill retention after the reading program is completed in 2nd grade. It hopes to furthermore establish the integration of the basic foundational skills of phonetic learning through structured literacy; skills critical to promoting adult literacy.

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