A major study of children from low-income and homeless English speaking families over a period of three years used the Developmental Reading Assessment (DRA) measurement.
The challenge was that these children often times were speaking their own dialect of English, or a cultural language. So in many ways, Standard English was like a second language for these children. A related factor was that the students were taught by multiple teachers with varying abilities and styles.
After using GrapeSEED in the first year, 100 percent of the children tested at grade level or above. This had never before happened in the history of the school. In the second year, the same thing happened with an entirely new group of kindergarteners. In the third year, with yet another new group of kindergarteners, 98 percent of students achieved grade level or above.
The researchers took note of the so-called “dose effect”. The more GrapeSEED the children received, the better their performance. This chart shows the dose effect at work.
Starting from the left, it compares children who had no GrapeSEED to children who had GrapeSEED only in kindergarten, only in first grade, and those who had GrapeSEED in both kindergarten and in first grade. Clearly, the children who had the most GrapeSEED performed the best on their DRA (reading test) scores.
Finally, the researchers pointed out a finding of great importance to educators: the gains from GrapeSEED were sticking with the children, even after they had left the program.
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