Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%)¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Of respondents who had tried at least one feature, 89 percent said they are likely to assign more articles and 82 percent said they are likely to assign higher-level articles as a result of the available features. → Tare 2019

Evidence¶

Tare 2019¶

Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985 doi:10.51388/20.500.12265/81

q2 · i? · design · r2

Two overarching survey questions about the feature suite, asked of national survey respondents who had tried at least one feature. The report interprets these percentages as suggesting "the features may encourage teachers to challenge students and maintain high expectations for their performance."

"Of the respondents who had tried at least one of the features on our survey, 89 percent responded that they are likely to assign more articles on ReadWorks and 82 percent said that they are likely to assign higher-level articles on ReadWorks as a result of the features available to aid students."

Discussion¶

Related Claims¶

• Teachers valued leveled articles on shared topics as supporting a cohesive classroom experience across reading levels — related
• In the district study, teachers assigned articles above students' STAR Lexile levels (about 375 points higher on average), and greater STAR growth related to completing more, harder, and more accurate ReadWorks assignments — related
• Using at least one feature raised students' multiple choice question attempt rate to 89 percent and eliminated the drop on hard assignments, with a significant feature-use × difficulty interaction — related
• Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substantial variation across teachers — related
• Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles — related
• About 31 percent of surveyed teachers report being extremely or very likely to try micro-credentials once introduced to the idea, with another 34 percent somewhat interested — related
• Teachers reacted unanimously positively to new audio supports on the ReadWorks platform and offered them to all students, not only struggling readers — related