Hillside Elementary School
(West Des Moines, IA)
Twenty-two (22) struggling readers in grades two through six took part in a small randomized trial to test the impact of Access Code. Students were matched by grade and ITBS scores. Students from each pair were then assigned randomly to either the Access Code group or the “Business as Usual” group. Students were pre-and post-tested using the DIBELS Nonsense Word Fluency and Oral Word Fluency Tests.
Figures 1, 2, and 3 show the results for Nonsense Word Fluency (number of nonsense words correctly read/minute), Accuracy on Nonsense Word Fluency, and Oral Reading Fluency, respectively.