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Georgia students WIDA ACCESS 2.0 assessment scores grow when using Imagine Language & Literacy

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Student using Imagine Language & Literacy

Background: Imagine Language & Literacy in Georgia

During the 2017–2018 school year, nine elementary schools in a southern Georgia school district implemented Imagine Language & Literacy as a supplemental tool for students from Kindergarten through grade five who are English learners (ELs). To determine the impact of the program on EL student score growth, the overall WIDA ACCESS 2.0 score growth was compared between the 2016–2017 and 2017–2018 school years for approximately 328 users and 462 non-users of the Imagine Language & Literacy program. Students who used Imagine Language & Literacy logged an average of approximately thirty hours in the program across the school year.

Results: Significant growth for students

The following graph shows the average WIDA ACCESS 2.0 score growth for students who used Imagine Language & Literacy and those who did not during the 2017–2018 school year. Ultimately, these results demonstrate a statistically significant and positive impact for Imagine Language & Literacy users. In fact, the difference between users and non-users surpasses the expected effect sizes for similar education technology intervention tools (Cheung & Slavin, 2012).[1]

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Conclusion: Effective for English language learners

The results of this study show that Imagine Language and Literacy is effective as a supplementary tool for the development of language and literacy achievement.

EL students who used the program in this Georgia school district for the 2017–2018 school year experienced significant improvements in English language and literacy proficiency as demonstrated by performance on the WIDA ACCESS 2.0 assessment.

Given these findings, other students that use Imagine Language & Literacy with fidelity should expect to experience similar results.

Read more about the study here.

To read additional research on how Imagine Language & Literacy effects student learning visit the Imagine Language & Literacy Research page.

 

[1]Cheung, A. C. K., & Slavin, R. E. (2012). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best Evidence Synthesis. Best Evidence Encyclopedia.

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