Grade Level Improvement of students using Nessy Reading & Spelling


Data Analysed from Godley Elemetary School Godley, Texas USA June 2019


Nessy Reading & Spelling Effectiveness at Godley Elementary


Usage and Results Analysis 2019

An analysis of the fidelity of use of the Nessy Reading & Spelling Program, and the student results of those taking the Nessy Reading Target Assessment pre and post use, was conducted in June 2019, on data collected from Godley Elementary School, in Godley, Texas, USA. The Nessy Reading & Spelling program is an Orton-Gillingham influenced digital curriculum. It is accessed by students signing into the platform on computers or tablet.


The pre and post test score were collected, and growth of the pupils skills were calculated at the second (or post) assessment.

The creator and publisher of the curriculum, the Nessy Reading and Spelling program, was not involved with the administration of either the Reading and Spelling curriculum, or the assessments themselves. The assessments were administered  by school personnel, as part of the regular literacy instructional program on this campus.   




The School



Godley  Elementary School is a campus that serves students in pre-kindergarten and  kindergarten, and grades 1-3. It is in northwestern Johnson County, Texas, United States, in the Dallas–Fort Worth metroplex. The school has 668 students on the roll with a student/teacher ratio of 15:1. The racial makeup is 67.1% white and 28.5% Hispanic. 59.1% of students receive free or discounted lunch.  14.5% of students are listed as having limited English proficiency, and 14.2% of students are in the bilingual program.


Students

Students Godley Elementary

Students Texas Average

% English Language Learners (ELL) 

14.5

17.2

% Free/Reduced School Meals 

59.1

59.0




The Case Study















The data collected for this study was from student assessments and work completed during the spring term of 2019. The students were in kindergarten and first grade.  The pre-tests were administered in mid- February 2019. 152 students spent an average of 60 minutes per week working in the program over 6 -10 weeks, and subsequent post-tests were taken in late April or Early May 2019.


Participants and Methodology


Participants

The participants were a mixture of ability groups, and English language proficiency.

Methodology

All students were tested with the Nessy Target Assessment prior to beginning work in the Nessy Reading & Spelling phonics based literacy program.

The students worked for an average of 60 minutes per week on the Nessy curriculum in a a RTI classroom affectionately called “The Monster Lab” on their campus. This was done as part of their literacy block rotation.

Additionally, the classroom teachers had the option of putting students on the program in their individual classrooms during the regular computer rotation time. The students worked for an average of 8 weeks during the spring semester.

The work completed by the children was independent of teacher assistance other than help logging on at the beginning of their sessions.


The students worked on both reading and spelling lessons during this time period, although only the results of the reading skills acquirement were analysed. An informal look at the data collected for spelling improvement suggests that similar results were obtained in spelling.

The Nessy Reading and Spelling program was implemented and overseen by RTI specialist Stacy Brown and her colleague Renee McCoy.




The Nessy Reading Target Assessment



The Nessy Reading Target Assessment was developed in 2005 by Specialist Literacy Teachers, Dyslexia Specialists, and Educational Psychologists, at the Bristol Dyslexia Centre in Bristol,  United Kingdom. It is a CLOZE reading activity that measures the reading comprehension and spelling attainment of individuals from 5.5 to 13 years of age.  The assessment is also used to monitor the progress of students as they complete the Orton-Gillingham influenced phonemic awareness, phonics, fluency, comprehension, and vocabulary lessons within the Nessy instructional program.  



The students using Nessy Reading & Spelling gained on average  half of a grade level in reading skills in approximately 6-10 weeks.

Results

The average student gain in reading grade level was 0.5 or half of school year in an average of 8 weeks. An 8 week time period is about 0.22 of this school’s academic year. Those using Nessy exceeded the expected growth of 0.22, in fact they more than doubled it.   The 152 first grade and kindergarten students used Nessy independently for an average of 60 minutes per week over 6-10 weeks.


The students using Nessy gained on average  half of a grade level in reading skills, in just 6-10 weeks.





There was also a significant improvement over time for the students using the digital curriculum Nessy Reading & Spelling. Those who used the curriculum for 6-7 weeks gained 41% in grade level, and those that used the curriculum for 8-9 weeks gained 52% in grade level.

This suggests that continued use of Nessy is likely to ensure further improvements.

Conclusion

When used with fidelity, the Nessy Reading & Spelling program is highly effective in raising the reading level attainment of students in a general classroom setting. The program enables large groups of children to be instructed in an Orton-Gillingham influenced curriculum, without the of use of OG trained specialists. It can be monitored by classroom teachers or teacher's assistants and achieve very good results.



Tiffany James CSLT, Language and Literacy Specialist

Director of Educational Development

Educational Consultant, Dyslexia Specialist, Reading Specialist, Certified Dyslexia Tutor, Qualified Dyslexia Specialist Assessor, BDA Dyslexia Accredited level 3 and Dyscalculia level 2, Certified RAVE-O practitioner and DIBELS trainer

June 14, 2019