PHONICS
St. Stanislaus Kostka School – Williamstown, MA
The Reading Institute External Evaluation Study 2008-2009


Clemson

St. Stanislaus Kostka School (St. Stans) has an enrollment of 144 students ranging from pre-K through 8th grade. Each grade is made up of one class, with class sizes ranging from 10-20 students. Beginning in the 2008-2009 academic year, St. Stans adopted a scientifically-based core reading program that addressed the five components of literacy as identified by the National Reading Panel.

Using leveled and decodable readers as well as weekly leveled selections, students frequently interacted with text to learn and practice phonics, fluency, vocabulary, and comprehension skills. In addition to the core reading program, teachers were trained in, and had access to Project Read® materials. Teachers were expected to incorporate Project Read direct instruction and multisensory strategies.

Clemson

In an effort to determine student response to reading instruction and the value added of tiered RTI supportive reading instruction, the Group Reading Assessment of Diagnostic Evaluation (GRADE), a developmentally-based, group-administered assessment of reading, was given during the fall and spring of the 2008-2009 and 2009-2010 academic years.

Analysis of the data indicates that the combination of core and supportive literacy instruction was strongly associated with statistically significant gains throughout the school year in the areas of phonics, fluency, vocabulary, and comprehension. Significant gains across all grade levels, suggesting that the literacy program was appropriately administered in accordance with the changing developmental needs of students.