First Semester "I Can Read" Literacy project shows amazing success....1.27 years average vocabulary reading improvement.

Summary

Based on an existing relationship with Franklin Elementary School for help in reading (95%  free and reduced lunch, 43% illiteracy rate, 37% English learners) and the opportunity to have a Community Engaged Student Fellow, funded by California Campus Compact, Vernette Doty at UC Merced’s Office of Student Life-Civic Leadership collaborated with community partner in literacy (John Doty, Ph.D. ) to recruit and train UCM volunteer students to conduct a semester long pilot program in literacy tutoring. An initial trial of seven UCM students in November garnered a response of 25 Franklin children, so the trial was modified to focus on an increased number of tutors (23) to work one-on-one respectively with grades K-2 level children. Research has shown the greatest impact is delivered in the early “learning to read” levels of instruction, hence the K-2 level focus. Initial results indicate great success--an average reading vocabulary increase of 1.27 years (see p.7).

RESULTS:

We can celebrate major improvement…averaging 1.27 years progress in reading per child!

·       Two (2) students showed a reading vocabulary improvement of 3 years.

·       One (1) student showed a reading vocabulary improvement of 2 years.

·       Ten (10) students showed a reading vocabulary improvement of 1 year.

·       Even those (3) showing no improvement in the vocabulary level, showed a meaningful improvement in the 40-point developmental spelling assessment.

The teachers, Principal, Vice-Principal, and reading specialist were all delighted. Mentor-Tutors, children, and UCM and Partners were in awe…that there was so much progress! Children reading with confidence and smiles. Many read, out-loud, in front of people, for the first time!

32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read.

Details: Insights and Areas for Improvement

1.      23 K-2 students completed the semester and the assessments.

2. Pre and post tests accounted for 15.

3 Some students were sent to other programs following the pilot because they were “too advanced” (at    or above grade level) while many more in the school still showed great need.

4  Four students were new, so no pre-test, and two students were not given the vocabulary portion of    the assessment.

5  Of the original volunteer mentor-tutors,  three-quarters stayed through the entire semester

6  Selection of school children could be refined,

a.  as three out of the four “new” ones were perhaps overqualified, showing final vocabulary levels of 3^rd grade, 4^th, and 4^th, grade respectively (no pre-test)

b.   The last new child scored only 4/40 on the spelling assessment and was not able to attempt the vocabulary assessment, lacking a complete knowledge of the alphabet and even simple words (van, pet, rug, etc).

7 Volunteer hours, staff, team and consulting hours included approximately

a.     23 volunteers x 3 hours per week x 12 weeks         =828 hours

b.     Staff and Intern hours?                                            =150 hours

c.      Consultant: Prep, Training, Analysis, Support       =150 hours

8 The K-2 book supply was not quite adequate to address needs.

“Any book that helps a child to form a habit of reading, to make reading one of his deep and continuing needs, is good for him.” –Maya Angelou

Contact Vernette Doty, Associate Director, Office of Student Life, UCMerced. (209) 228-4201