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An Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts

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Title: An Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts
Language: English
Authors: Amanda J. Neitzel, Joseph Reilly, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2024.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: Y
Page Count: 83
Publication Date: 2024
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Reading Programs, Program Evaluation, Tutorial Programs, Reading Instruction, Electronic Learning, Elementary School Students, Grade 1, Individualized Instruction, Emergent Literacy, Reading Fluency, Reading Tests, Reading Achievement, Effect Size, Reading Improvement, Attendance, Achievement Gap
Geographic Terms: Massachusetts
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Abstract: This report summarizes the findings of Johns Hopkins University's 2024 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention that aims to leverage Science of Reading pedagogy and individually-targeted, data-driven instruction to help support the literacy development of young readers. During the 2023-24 school year, the Massachusetts-based One8 Foundation sponsored an initiative whereby 13 public school districts across the state, each serving high-concentrations of students living in poverty, were provided the Ignite Reading tutoring program for up to 300 first grade student seats free of charge. The study examines the impact of Ignite Reading on 1,872 first grade students receiving tutoring in 13 school districts as compared to national norms and 518 first grade students receiving tutoring in four of the 13 school districts using a a two-group quasi-experimental design.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679075
Database: ERIC
FullText Text:
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PubType: Report
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  Data: An Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Amanda+J%2E+Neitzel%22">Amanda J. Neitzel</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+Reilly%22">Joseph Reilly</searchLink><br /><searchLink fieldCode="AR" term="%22Johns+Hopkins+University%2C+Center+for+Research+and+Reform+in+Education+%28CRRE%29%22">Johns Hopkins University, Center for Research and Reform in Education (CRRE)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Research+and+Reform+in+Education%22"><i>Center for Research and Reform in Education</i></searchLink>. 2024.
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
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  Label: Page Count
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  Data: 83
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  Label: Publication Date
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Dynamic+Indicators+of+Basic+Early+Literacy+Skills+%28DIBELS%29%22">Dynamic Indicators of Basic Early Literacy Skills (DIBELS)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report summarizes the findings of Johns Hopkins University's 2024 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention that aims to leverage Science of Reading pedagogy and individually-targeted, data-driven instruction to help support the literacy development of young readers. During the 2023-24 school year, the Massachusetts-based One8 Foundation sponsored an initiative whereby 13 public school districts across the state, each serving high-concentrations of students living in poverty, were provided the Ignite Reading tutoring program for up to 300 first grade student seats free of charge. The study examines the impact of Ignite Reading on 1,872 first grade students receiving tutoring in 13 school districts as compared to national norms and 518 first grade students receiving tutoring in four of the 13 school districts using a a two-group quasi-experimental design.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: ED679075
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679075
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 83
    Subjects:
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Massachusetts
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        Type: general
    Titles:
      – TitleFull: An Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts
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            NameFull: Amanda J. Neitzel
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            NameFull: Joseph Reilly
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              Type: published
              Y: 2024
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