Research by Steven Brannon MBA

Statistical Analysis of Rhoades to Reading By Steven Brannon MBA Introduction This presentation presents results from a number of examinations covering students’ verbal skills. On each examination, a student would take a pre test and at a later point time a post test covering the same information, although using what is called a “parallel form” of the test. Using the same test for pre and post testing would bias results because of what are called “Memory Effects” or, simply stated, students would remember large amounts of information from the previous test. The fact that they would have time to discuss the pre test afterwards would further bias results. That error was not made in this study. Presenting Numeric Information Many find the science of statistics intimidating and horrifying. This is understandable considering terms like multicollinearity, coefficients of skewness and kurtosis, autocorrelation and others tend to glaze the eyes. This presentation will avoid use of intimidating terms and data are presented in terms of the students’ first test scores (Called Pretest hereafter), and last test score (Called Post Test hereafter). Note that each student has two scores from the pre test and post test. It would bias the study to pair a pre test score from Susie Smith with a post test score from Kevin Simms. Performance is judged on the basis of mean scores. “Mean” is another name for “Average.” To compute one, add up scores and divide by the number of scores. One problem area is how to determine what is called “Statistical Significance.” This is an arbitrary construct although on an intuitive basis easily understood. If a teacher’s salary is increased by ten cents per day, she would be earning more although hardly impressed. For this presentation’s purposes, it will use the word “Significant” interchangeable with “Huge,” “Tremendous,” and “Exceptional.” Real-world examples would include a student improving from 500 to 700 on the SAT or a golfer whose average for 18 holes was usually 110 suddenly starting to consistently shoot in the high 60’s. Space considerations do not permit providing visuals so the presentation will focus on the mean and what is called the t statistic. The t test for paired scores (it is incorrect to simply say one used a t test) is used as parametric data (data with decimal places) are used at what is called the .05 level of significance. In other words researchers acknowledge that regardless of the size of the t value they admit possibilities of their information being incorrect 5% of the time. This is the industry standard. Pre vs Post Word Reading Gr. Equiv 2007-2008 t-Test: Paired Two Sample for Means t Stat -2.49046 t Critical two-tail 2.059537 The means of the two tests (pre vs post) are 4.403 (pre) and 5.557 (post). Although there seems to be some distance between the two means, the paired t test must be used to determine if the distance is “Significant” or not. Although the computation is not a difficult one, the formulas used are sufficiently appalling that most people avoid them religiously. Those curious may refer to any statistics test for Paired (Related) T Test. Although it will only be done for this set of scores, showing an Excel printout will help. t Stat 2.49046 t Critical two-tail 2.059537 Reading the table is easily done. The t stat was derived from computations based upon the scores. The t critical is the dividing line between what is declared significant and not significant. In other words if the t critical is larger than the t stat, nothing significant happened or, in layman’s terms, there was not enough improvement noted to state that the treatment applied (a reading program, new text etc) worked any better than what had been done in the past. With all of that said, we can state that on this particular test that students improved tremendously as the computed t stat of 2.49 is greater than the critical value of 2.059. We end the process with a plain English statement that students in this study improved substantially. From our information, luck was not a factor. Pre vs Post Sentence Comp Gr. Equiv 2007-2008 Students were administered this test under the same conditions of the others. We are dealing with paired scores as two scores were obtained from the same student at different points in time using parallel form tests defined earlier. Students’ performances improved significantly (tremendously) as the computed t statistic of 2.957 exceeded the critical value of 2.055. Pre vs Post Spelling Gr. Equiv. 2007-2008 Comparing the t statistic of 5.668 with the t critical value of 1.996 indicates improvement that not only is significant but staggering bringing to mind a weekend golfer who suddenly qualifies for the PGA Tour and becomes a consistent money winner. Pre vs Post Word Reading Gr. Equiv 2006-2007 Given the computed t statistic of 8.31592 when compared to the t critical value of 1.9949, we must conclude students made tremendous gains well outside the realms of chance. Pre vs Post Sentence Comp Gr. Equiv 2006-2007 Given the computed t statistics of 6.88763 when compared to the t critical value of 1.994945, students made tremendous gains over this study gains which cannot be attributed to chance. Pre vs Post Spelling Gr. Equiv. 2006-2007 The computed t statistic of 8.315 when compared to a t critical value of 1.99 indicates improvement on a level which can only be considered staggering.

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Compliments!

Compliments

Following are a few of the compliments received from parents, tutors, and teachers. 

6^th Grade Teacher:

This is a subtle, yet fast-paced program which encourages students to practice spelling and vocabulary while having fun. Always interesting, always attainable, the program teaches itself with the teacher's manual and student worksheets.

Special Day Class Teacher:

Rhoades to Reading is a sensible, easy to teach, reading program with lessons already planned. Best of all, students learn to read.

Grandmother:

On his entry to middle school my grandson was reading on a 2^nd grade level. After receiving around 30 one-to-one sessions he is now reading at grade level. He scores well on the State test in reading and is gaining in the confidence I had always hoped for.

Mother:

Because of the help received using Rhoades to Reading, my daughter is now working at grade level, receiving excellent grades, and is spending less time on homework. Retention is no longer an issue. Best of all, my daughter does enjoy school.

Mother and Father

To whom it may concern: Since beginning Rhoades to Reading our son has had so much improvement in his reading skills. He was struggling with reading and so far behind his peers. After just a few weeks using Rhoades to Reading he went up eight reading levels, a surprise to his teacher and parents.

Mother:

I just wanted to let you know that I received my daughter’s progress reports today and I was VERY happy. My daughter so far is getting straight A's. Her confidence in school has improved and she no longer worries herself to sleep at night (about not completing her work).

Supervisor of Teacher Education:

I am particularly impressed with the fact that the Rhoades to Reading program can be used successfully by any number of students at any level of learning. The students in these classes are extremely motivated; they personally see their level of performance and proficiency rising and are obviously enjoying their successful learning experience.

Stages of Reading Development

 Stages of Reading Development

The quality of reading is not measured by how soon a child begins to read but by how well he or she reads when ready.  

 When teaching it is important to recognize that students learn in different ways and in synchronization with their own personal growth and development. Reading development expectations,  as with all human development, can be used as general references. In no instance should guidelines become reasons to judge a student’s ability to learn nor should they be a reason to hold a student to curriculum that is no longer challenging.

As part of the normal growth process, children pass through stages of reading development. Advancement through these stages may differ from child to child. For example, a family may have one child who begins reading at age four while another does not begin reading until age six. Parents may be surprised to notice that both children are reading well at age eight. In other words, a slow beginning simply may indicate the child is not yet ready to read 

From How to Teach Rhoades to Reading Pp 5&6

 

Thank You to Our Contributors

J.M. Cataffo

Rhoades to Reading was written for older students who have not yet learned to read. My challenge, when writing the curriculum, was to build a sequence of skills that embedded best practice teaching methods and culminated in an easy to use lesson sequence.

The vocabulary in Rhoades to Reading is controlled. In other words, all vocabulary or the skills required to decode the vocabulary, are taught before asking a student to read the story. This is done to ensure reading success.

High interest stories were needed for grade levels 2-8 that, rather than insult the student, caused them to fall in love with reading. An "all call" was sent to writing groups to submit stories that met this criteria. The stories selected were from authors in the United States and Canada. The authors of stories included in the program range from a high school student (Submitted with the assistance of her English teacher) to an  octogenarian.

I appreciate, and so do the thousands of students who have read these stories, each and every author. They have grabbed the readers attention and have been a part of making learning fun.

Level A
Jenna Kreeger: Bull on the Beach
Geri Borcz: Deer Plots
Russel Spooner: A Hundred Hammers
Jacqueline Rhoades: My Homework

Level B
Christie Rose: The Big Scoop, The Taffy Pull
Brian Mossing: On The Couch
Melissa Mitchell: A Dog and His Boy
Chris R. Workman: Sugar Cookies
Corrine Contreras Workman: It's Not Christmas Until We Make Tamales
Sue Moss: Passover Memories
Jacqueline Rhoades: Grandpa, Sara, Martha, The House

Level C
Jacqueline Rhoades: Hank
Amy Sterling Casil: My Mom's Sugar Egg
Christie Rose: Robin
Tashina Manyak: Grandma's Penny
Jane Clarahan Method: Willow
Ruben Perez: Queen of the Highlands

Level D anthology
Christie Rose: Where Did That Come From, 
The Day the Bear Caught the Show,  Why Are Railroades Built That Way?

Claudine M. Jalajas: New Kid in School
Marsha L. Schuh: The Year of Confusion
Ann Marie Reese: Thumb and Cucumbers
Jennifer Wright: Yesterday
Ruth Solomon: School of Stone, The Greatest Measure Ever
Sybille Watson-Jones: The Elusive Eel
Elizabeth Boatman: Gato
Josepth Tintle: Bullies Bug Me
Annmarie B. Tait: Queen of Coleslaw
Mary Ann Robinson: An Ode to Old Joe

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They Didn't Give Up: Middle School Success!

Excerpt from Rhoades to Reading: A Successful Middle School Reading Program

By Tonianne Merante

California Middle School News Vol.20 No4

I’m happy to have this class.

Thank you for helping me this year.

I feel great about myself. I’m very happy.

Now that I have been in this class, I have been doing my homework.

I feel great that I got into this class because I’m doing better in my other classes.

Reading/writing success is the class that I like most

Now I can read and write better and don’t have to ask what the words are.

These comments and more were made by students enrolled in the reading/writing success classes that are part of the Rhoades to Reading program.

The classes were formed several years ago in an attempt to help the more that 60 percent of students who were seriously deficient in reading ability, performing two or more years below grade level. These students were not achieving academic success in their content area classes.

A schedule was implemented which allowed time for reading instruction, but we lacked a program which would raise students’ reading levels and be user-friendly for teachers with little knowledge of teaching reading.

The need was answered when the Rhoades to Reading program was …implemented. The program was used with up to 35 students in a class. The positive results were significant.

Note from Jacquie: Thank you to Mrs. Merante and the teachers, staff, and students who worked together to achieve success. To learn more about Jacquie's publications you are invited to visit her Author Page

They Didn't Give Up: Middle School Success!

Excerpt from Rhoades to Reading: A Successful Middle School Reading Program

By Tonianne Merante

California Middle School News Vol.20 No4

I’m happy to have this class.

Thank you for helping me this year.

I feel great about myself. I’m very happy.

Now that I have been in this class, I have been doing my homework.

I feel great that I got into this class because I’m doing better in my other classes.

Reading/writing success is the class that I like most

Now I can read and write better and don’t have to ask what the words are.

These comments and more were made by students enrolled in the reading/writing success classes that are part of the Rhoades to Reading program.

The classes were formed several years ago in an attempt to help the more that 60 percent of students who were seriously deficient in reading ability, performing two or more years below grade level. These students were not achieving academic success in their content area classes.

A schedule was implemented which allowed time for reading instruction, but we lacked a program which would raise students’ reading levels and be user-friendly for teachers with little knowledge of teaching reading.

The need was answered when the Rhoades to Reading program was …implemented. The program was used with up to 35 students in a class. The positive results were significant.

Note from Jacquie: Thank you to Mrs. Merante and the teachers, staff, and students who worked together to achieve success. 

O Rhoades to Reading in the Classroom

Whether you are trying to catch up, keep up, or get ahead, Rhoades to Reading is for you because: 

• teachers parents and paraprofessionals who have little or no formal training in the teaching of reading may use the program
• facilitates a minimum of teacher preparation
• instruction is streamlined to take advantage of each instructional minute
• begins at kindergarten instructional level and takes students to eighth grade literacy
• may be used with students of any age
• includes pretest and post test assessments
• integrates multi-sensory, phonetic, whole word, linguistic and literature-based approaches

Visit the program component in which you are interested by clicking on the right.