Reading impact study

For a new study, researchers looked at 26 previous studies and a total of 25,090 students and found that differences in reading comprehension could explain 8.4 percent of the variation seen in college grades. The lead author said: "It's about the same magnitude as high school GPA, and high school GPA is historically regarded as the best predictor of college GPA." 

Clinton-Lisell, V. (2022). Performance on reading comprehension assessments and college achievement: A meta-analysis. Journal of College Reading and Learning, 

• https://doi.org/10.1080/10790195.2022.2062626

Remedial Reading Approaches Study

This study reviewed research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty-five studies of 51 different programs met rigorous standards. Eighty-three percent were randomized experiments and 17% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole-class approaches (mostly cooperative learning) and whole-class/whole-school approaches incorporating tutoring for struggling readers obtained outcomes for struggling readers as large as those found for all forms of tutoring, on average, and benefited many more students.

Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2022). A synthesis of quantitative research on programs for struggling readers in elementary schools. Reading Research Quarterly, 57(1), 149-179.

Listening Benefit Study

Students who believe their schools are responsive to their needs earn higher grades, according to a study by researchers. The findings, based on data from 12,000 ninth-grade students in Chicago, come as school districts consider ways to better integrate students' feedback.New research has confirmed a link between acting on students’ feedback and their academic success, strengthening arguments for incorporating student voice into school improvement efforts.For students, a belief that schools are responsive to their ideas correlates with a higher grade-point average and better attendance.

Kahne, J., Bowyer, B., Marshall, J., & Hodgin, E. (2022). Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform. American Journal of Education, 128(3), 389-415.

https://www.journals.uchicago.edu/doi/pdf/10.1086/719121?download=true

Libarian-Teacher Co-Instruction Study

A recent three-year study examined how school librarians and classroom teachers co-teach to facilitate learner-centered instruction, including inquiry and maker learning. The research team found that that co-teaching occurred through co-planning prior to and throughout the units. School librarians reported to have used various instructional methods such as scaffolding, modeling, mentoring, and coaching. Classroom teachers reported to have brought differing expertise as the content-area experts. The co-teaching relationships evolved over time, and the findings suggest school librarian-classroom teacher co-teaching significantly facilitates learner-centered instruction in schools. 

Koh, K., Ge, X., & Prytrlls, J. (2022). Librarian-Teacher Co-Teaching and the Role of School Librarians in Facilitating Inquiry and Maker Learning. School Library Research. www.ala.org/aasl/slr