At age 17, it further increased to 30 points! 7. Among nine-year-olds, there was only an 18-point difference between children who reported reading “never or hardly ever” and those who read “almost every day.” By age 13, the gap widened to 27 points. NAEP results show that students who read more frequently have higher scores-and the score gap between frequent readers and infrequent readers gets bigger as students get older. If you think reading practice doesn’t matter for older students, think again. Source: Renaissance/82 Percent of Sixth Graders 6. Another 6 percent of those students who had failed English in sixth grade graduated late, while only 12 percent of those sixth graders who had failed an English course went on to graduate high school at all. In a longitudinal study of nearly 13,000 urban students, researchers found that 82 percent of sixth graders who had failed an English class did not go on to graduate from high school. Source: Renaissance/23% of Third Graders 5. 82 Percent of Sixth Graders This means proficient third-grade readers were nearly five times more likely to graduate high school than their peers with below-basic-reading skills. Among “proficient” third-grade readers, only 1 in 25 (4 percent) did not graduate. In a longitudinal study of nearly 4,000 students, researchers found that nearly 1 in 4 students (23 percent) with “below-basic” reading skills in third grade had not graduated high school by age 19. Source: Renaissance/15 Minutes Reading 4. The remainder-54 percent- read less than 15 minutes per day! A mere 18 percent of students read 30 minutes or more per day, and another 28 percent had 15 to 29 minutes of daily engaged reading time. Worryingly, more than half of all students do not get enough daily reading practice. Students who read between just over a half-hour and an hour per day saw the greatest gains of all. Students who had less than 15 minutes of daily engaged reading time saw below-average reading gains, putting them at risk of falling behind their peers. 15 Minutes Per DayĪn analysis of more than 9.9 million students found that only those students who read 15 minutes or more per day made accelerated reading gains. Struggling-to-successful third graders also read 100,448 more words and had 11 percent higher reading comprehension than their peers, while struggling-to-successful sixth graders read 230,422 more words and had 9 percent higher reading comprehension. Results from the world’s largest annual study of K–12 student reading habits found that students who started the year as struggling readers but ended the year at or above benchmark each day read just six more minutes than struggling readers who did not meet benchmark. Can reading practice help transform struggling readers into successful readers? And by doing so, can we change the trajectory of their long-term educational careers-perhaps even influence their odds of graduating from high school and attending college? The following ten statistics about struggling readers and reading growth, originally included in a recent article series by Renaissance, show how even a small increase in daily reading practice could make a huge difference for all students.
0 Comments
Leave a Reply. |