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My Reading Academy Significantly Increases Learning Gains among Emergent Multilingual Students. Research Overview

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Bibliographic Details
Title: My Reading Academy Significantly Increases Learning Gains among Emergent Multilingual Students. Research Overview
Language: English
Authors: Hee Jin Bang, Eric Setoguchi, Age of Learning, Inc.
Source: Age of Learning, Inc. 2025.
Availability: Age of Learning, Inc. 101 North Brand Boulevard, 8th Floor, Glendale, CA 91203. Tel: 818-246-2223; Web site: https://www.ageoflearning.com/
Peer Reviewed: N
Page Count: 6
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Reading Programs, Program Effectiveness, Reading Achievement, Achievement Gains, Emergent Literacy, Multilingualism, Bilingual Students, Preschool Children, Alphabets, Naming, Spanish, Scores, Vocabulary, Phonological Awareness, Language Tests, Achievement Gap, Reading Attitudes
Abstract: This brief highlights Tyler Independent School District's 2022-2023 and 2023-2024 implementation of "My Reading Academy," an adaptive, supplemental solution with interactive learning games, instruction, and books in English, designed to create fluent, strategic readers. "My Reading Academy" was offered to Emergent Multilingual Students (EMSs) in pre-kindergarten in the district. These students were identified as EMS due to their designation as having limited English proficiency in their CIRCLE Progress Monitoring System assessment records. The results of this study indicate that "My Reading Academy" can be an effective learning and instructional resource for Emergent Multilingual Students and their educators.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED673310
Database: ERIC
Description
Abstract:This brief highlights Tyler Independent School District's 2022-2023 and 2023-2024 implementation of "My Reading Academy," an adaptive, supplemental solution with interactive learning games, instruction, and books in English, designed to create fluent, strategic readers. "My Reading Academy" was offered to Emergent Multilingual Students (EMSs) in pre-kindergarten in the district. These students were identified as EMS due to their designation as having limited English proficiency in their CIRCLE Progress Monitoring System assessment records. The results of this study indicate that "My Reading Academy" can be an effective learning and instructional resource for Emergent Multilingual Students and their educators.