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Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25

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Titel: Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25
Sprache: English
Autoren: Amanda J. Neitzel, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Quelle: Center for Research and Reform in Education. 2026.
Verfügbarkeit: 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: 42
Publikationsdatum: 2026
Publikationsart: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Grade 2
Descriptors: Tutoring, Reading Programs, Computer Mediated Communication, Intervention, Emergent Literacy, Grade 1, Public Schools, School Districts, Low Income Students, Elementary School Students, Reading Fluency, Reading Tests, Individualized Instruction, Data Use, Program Implementation, Student Characteristics, Outcomes of Education, Grade 2, Reading Achievement, Achievement Gains, Electronic Learning
Geografische Kategorien: Massachusetts
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Abstract: This report summarizes the findings of Johns Hopkins University's 2025 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention designed to accelerate early literacy development through individualized, data-driven instruction aligned with the Science of Reading. During the 2024-25 school year, the One8 Foundation continued its support for the initiative across 13 public school districts serving large populations of students from low-income backgrounds. The study examined outcomes for 1,872 first-grade students participating in the program statewide, as well as a subset of 518 matched pairs of tutored and comparison students from districts administering the DIBELS assessment. In addition, the 2024-25 evaluation included a follow-up analysis of second-grade students who had participated in Ignite Reading during the prior year and exited the program at the end of Grade 1.
Abstractor: ERIC
Entry Date: 2026
Dokumentencode: ED679076
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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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  Data: 42
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Data: This report summarizes the findings of Johns Hopkins University's 2025 evaluation of the Ignite Reading program in Massachusetts. Ignite Reading is a one-to-one virtual tutoring intervention designed to accelerate early literacy development through individualized, data-driven instruction aligned with the Science of Reading. During the 2024-25 school year, the One8 Foundation continued its support for the initiative across 13 public school districts serving large populations of students from low-income backgrounds. The study examined outcomes for 1,872 first-grade students participating in the program statewide, as well as a subset of 518 matched pairs of tutored and comparison students from districts administering the DIBELS assessment. In addition, the 2024-25 evaluation included a follow-up analysis of second-grade students who had participated in Ignite Reading during the prior year and exited the program at the end of Grade 1.
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      – Text: English
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        PageCount: 42
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Intervention
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Individualized Instruction
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      – SubjectFull: Data Use
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      – SubjectFull: Program Implementation
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Massachusetts
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      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
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    Titles:
      – TitleFull: Evaluation of Ignite Reading Virtual Literacy Tutoring in Massachusetts: Year 2 Quantitative Findings, School Year 2024-25
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              Y: 2026
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