Decoding Progress: Literacy Gains from Decodable Books in Latine Students

Framework

Just Right Reader is an intervention that is grounded in the science of learning and teaching reading, emphasizing phonics and decoding skills as essential components of literacy development. The literature highlights that providing students with access to engaging and high-quality decodable texts is crucial for fostering reading proficiency. According to Allington (2014) and Gambrell (2011), greater access to books, especially at home, correlates with higher academic performance, increased reading motivation, and improved attitudes towards reading.

The theoretical foundation of this work integrates family engagement and personalized reading interventions aligned with evidence-based practices (Zeece & Wallace, 2009). Studies indicate that family involvement in reading is a critical factor in promoting literacy growth (Anderson, 2000; Galindo & Sheldon, 2012). Just Right Reader emphasizes this by providing Take-Home Packs that allow families to participate in their children's reading journeys. These resources are designed to foster a direct connection between phonics instruction and the materials students read (Blevins, 2017), thus supporting deliberate practice—a method proven to accelerate skill acquisition (Allington, 2014).

Moreover, the JRR books are tailored to each student’s needs based on district assessment data, enabling differentiated instruction within the zone of proximal development. By focusing on building automaticity and confidence, these decodable texts empower students to practice reading with family members, reinforcing their learning in an authentic context. The interactive phonics video lessons that are included with every JRR book are tailored to students’ current reading level, model the phonics students will need to successfully read the book. These embedded video lessons can also empower parents with the knowledge to support their child’s reading, enhancing a home-to-school connection and helping parents to feel like a part of their child’s reading journey. Family involvement in learning to read facilitates the transfer of learning from school to home, leading to enhanced learning benefits and improved literacy achievement (Anderson, 2000; Galindo & Sheldon, 2012; Zeece et al., 2009).

Research also shows that students who feel autonomous and competent are more motivated to develop their literacy skills (Ryan & Deci, 2000). Personalization of the Just Right Reader books through a gift-wrapped pack labeled with each students’ name also fosters a sense of belonging, further enhancing motivation and engagement (Yonezawa et al., 2012).

Methods

The study implemented a quasi-experimental design, conducted over six weeks in four urban Texas schools. Participants included 93 second-grade students using JRR decodable books and 111 control students. 90% of the students were Latine-identifying and 44% were emergent bilinguals. Each student received personalized Take-Home Packs containing decodable books tailored to their reading levels. The implementation dosage was tracked using daily reading logs, where parents scanned a QR code to log reading sessions. This facilitated ongoing engagement and monitoring of students' reading practices at home. The study utilized MAP Growth and DIBELS assessments to measure reading growth, with a focus on comparing Conditional Growth Percentiles and Conditional Growth Indices between JRR and non-JRR groups.

A follow-up study is currently being conducted in another Texas school district (2024-2025 school year) with Kindergarteners and 2nd grade students. This time, three schools will use JRR and two will use their "business as usual" tools over the course of an entire year. This study will include surveys and interviews with parents and teachers to assess their perceptions of the JRR resources and their engagement in their child's reading process. This mixed-methods approach allowed for a comprehensive understanding of the intervention's effectiveness and the experiences of both students and families. This study will use DIBELS as the assessment as a more sensitive assessment to phonics skill development.

Results

Preliminary results indicate meaningful growth in JRR students compared to the control group. The median MAP Growth Percentile for JRR students increased by 33 points (from 34 to 67), while non-JRR students improved by 23 points. Notably, students engaging in high-dosage implementation (reading 3+ hours per week) exhibited even more substantial growth, moving from the 14th to the 72nd percentile. While the sample size was limited, mid-year data from the ongoing replication study with a larger cohort will be available by the conference in order to understand how broader implementation may impact student outcomes.

These findings suggest that Just Right Reader’s approach—emphasizing culturally relevant, engaging texts alongside family involvement—holds promise for enhancing literacy outcomes, particularly for emergent bilingual and economically disadvantaged students.

Since DIBELS is a more sensitive assessment to phonics skill development than MAP and the study will include a larger sample of students and a longer intervention window, we anticipate to get more nuanced and detailed information about JRR’s impact reading development in the 24-25 school year study. Mid-Year results as well as parent and educator feedback will be available by the time of the conference.

Importance

This study contributes valuable insights into how decodable books and family engagement can support literacy growth for diverse student populations, particularly Latine students and emergent bilinguals. The research highlights the significance of culturally relevant reading materials and parental involvement in developing effective literacy interventions. The findings can guide educators and policymakers in designing programs that promote equity and address the unique needs of underrepresented students and struggling readers in the education system. By demonstrating the effectiveness of Just Right Reader's approach, this research has the potential to inform best practices in literacy instruction and resource allocation in schools. The study also contributes to broader discussions about how educational technologies can be used to support equitable outcomes for students from disadvantaged backgrounds.

References

Allington, R. L. (2014). How reading volume affects both reading fluency and reading achievement. International Electronic Journal of Elementary Education.

Anderson, S. A. (2000). How parental involvement makes a difference in reading achievement. Reading Improvement, 37(2), 61-86.

Blevins, W. (2017). A fresh look at phonics, grades K-2: Common causes of failure and 7 ingredients for success. Corwin Press.

Galindo, C., & Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103.

Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist.

What Works Clearinghouse (WWC), (2009). Assisting students struggling with reading: Response to Intervention (RtI).

Yonezawa, S., McClure, L., & Jones, M. (2012). Personalization in schools. Education Digest, 78(2), 41-47.

Zeece, P. D., & Wallace, B. M. (2009). Books and good stuff: A strategy for building school to home literacy connections. Early Childhood Education Journal, 37(1), 35-42.