Adaptive Reading
Table 2 presents the mean and standard deviation values for the scores
of both groups on the Adaptive Reading (aReading) assessment. This
assessment, which is part of the FAST protocol, takes between six and
twenty minutes per student. It is administered online to students. The
outcome of this assessment is a standard score measure. These are then
used to monitor progress children make in acquiring literacy skills.
Please Insert Table 2
The control group children had higher average scores on the aReading
protocol for both the Fall and Winter testing periods. The experimental
group had a slightly higher mean score during the Spring testing than
did the control group. The variability, as expressed by standard
deviation, was greater for the experimental group children during the
Fall and Winter testing periods. It was greater for the control group
children during the Spring assessment period.
An analysis of variance showed that the effect of exposure to STS/VP in
first grade did not have a significant effect on the results for
aReading assessment protocol over three assessment periods, F (1,4)
=.0206, p=.8927. Effect size values were: d=.126 for the Fall
assessment; d=.107 for the Winter assessment; and d=.050 for the Spring
assessment. These are judged to be small effects. On the basis of this
analysis the null hypothesis is accepted as it pertains to the effect of
first grade exposure to STS/VP on this assessment protocol.