Predictability Study of ISIP Reading and Kansas Assessment Program: 3rd -6th Grade Students
November 2017 (389KB)
This study provides measurable evidence that the ISIP Reading measures are predictive of the Kansas Assessment Program's English Language Arts scores across grades 3 - 6. It indicates the ISIP assessments can be used as a prediction of how a student will perform on the Kansas ELA assessment. Predictability bands were computed to obtain ISIP cut scores to predict passing the Kansas ELA assessment. Data from 5226 students was collected from a school district in Kansas. ISIP Early Reading and ISIP Advanced Reading overall reading and comprehension scores and Kansas Assessment Program's English Language Arts scores from the 2016-2017 school year were compared.
Independent study on Istation using mixed-method, quasi-experimental design
October 2017
Technology versus teachers in the early literacy classroom: an investigation of the effectiveness of the Istation integrated learning system
Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. Results indicate that overall, Istation had a statistically significant effect on the literacy learning of the students in the study. Istation cannot provide the article in full as the copyright is held by the journal. The link will direct interested readers to the journal article. A free copy is available by searching the Education Resources Information Center (ERIC) and Academic Search Complete databases, available at most public or university libraries.
Predictability Study of ISIP Reading and STAAR Reading: Prediction Bands
September 2017 (135KB)
This study provided evidence that Istation’s Indicators of Progress (ISIP™) reading assessments’ cut scores can predict passing scores for the State of Texas Assessments of Academic Readiness (STAAR) reading tests. This study used ISIP Early Reading (3rd grade), ISIP Advanced Reading (4th–8th grade), and STAAR reading tests and applied simple linear regression analysis for each grade’s data. Predictability “bands” were further computed by using the confidence interval (CI) approach to obtain the ISIP reading cut score to predict passing STAAR reading tests. Results of a simple linear regression showed that the ISIP reading measures are highly predictive of STAAR reading scores.
STAAR Prediction Bands - Quick Guide (180KB)
Georgia Milestones Report
July 2016 (367KB)
This study provides measurable evidence that the ISIP Reading measures are predictive of the Georgia Milestone English Language Arts scores across grades 3 - 6. It indicates the ISIP assessments can be used as a prediction of how a student will perform on the Georgia Milestone assessment. Predictability bands were computed to obtain ISIP cut scores to predict passing the Georgia Milestone assessment. Data from 1275 students was collected from a school district in Georgia. ISIP Early Reading and ISIP Advanced Reading overall reading and comprehension scores and Georgia Milestone English Language Arts scores from the 2015-2016 school year were compared.
Istation Reading Leads to Growth for Florida Elementary Students
November 2015 (1.4MB)
This study, conducted by The Morgridge International Reading Center (MIRC) at the University of Central Florida (UCF), provides an analysis of students’ usage of the Istation reading program by locale, Title I status, grade, and academic level during the 2014-2015 school year. Findings show students who used Istation Home exhibited greater growth than students who exclusively used Istation at school; students in 4th and 5th grade in academic level 3 who needed the most academic intervention and demonstrated the greatest need of intervention exhibited a greater amount of growth than those students in academic level 2; on average, pre-K through 3rd grade students experienced growth in reading; of the participating schools, 79 percent were classified as Title I schools, which traditionally serve underserved students.
Istation Español Growth Study: Pre-Kindergarten to Third Grade
September 2014 (295KB)
This study provides a growth analysis of overall reading ability of Grades Pre-Kindergarten–3rd students from the 2013-2014 school year using Istation Español. Findings show that students using Istation Español make greater gains in overall reading ability as compared to those who do not use or used less Istation Reading en Español curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading en Español curriculum usage.
Istation Reading Growth Study: Grades 1–8
July 2014 (341KB)
This study provides a growth analysis of overall reading ability of Grades 1-8 students from the 2013-2014 school year in the state of Texas. Findings show that students using Istation Reading make greater gains in overall reading ability as compared to those who do not use or used less Istation Reading curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading curriculum usage.
Istation Reading Growth Study: Nationwide Data for Pre-Kindergarten and Kindergarten
June 2014 (258KB)
This study provides a nationwide growth analysis of early literacy skills in Pre-Kindergarten and Kindergarten students from the 2013-2014 school year. Findings show that students using Istation Reading make greater gains in early literacy skills as compared to those who do not use or used less Istation Reading curriculum. This study also found that students at risk of reading failure make greater gains with sufficient amount of Istation Reading curriculum usage.
Predictability Study of ISIP Reading and STAAR Reading: Prediction Bands
March 2014 (318KB)
This study provides evidence of the ability of ISIP Reading cut scores to predict passing the of STAAR across grades 3-8. Predictability bands were computed to obtain ISIP cut scores to predict passing STAAR. Data from 20,493 students was collected from the Garland Independent School District, in Garland, TX. ISIP Early Reading and ISIP Advanced Reading overall reading scores and STAAR Reading scores from the 2012-2013 school year were compared.
ISIP Reading versus STAAR Reading: The Predictability Study
January 2014 (2MB)
This study provides measurable evidence that the ISIP Reading measures are predictive of STAAR Reading scores across grades 3 - 8. It indicates the ISIP tests can be used as a prediction of how a student will score on STAAR. Data from 20,493 students was collected from the Garland Independent School District, in Garland, TX. ISIP Early Reading and ISIP Advanced Reading overall reading scores and STAAR Reading scores from the 2012-2013 school year were compared.
Independent Study
ISIP Validity and Reliability Research Report for Pre-K
March 15, 2010 (201KB)
During the 2009–10 school year, a study using ISIP, Istation’s Indicators of Progress, Early Reading assessment program was conducted in eleven pre-kindergarten classes from a large North Texas school district. Data were examined for concurrent validity with external measures, as well as internal consistency and test-retest reliability. Results show large to very large evidence of reliability and validity with regard to letter knowledge, vocabulary, phonemic awareness, and comprehensive reading ability for students in pre-kindergarten.
ISIP Early Reading Reliability and Validity Evidence
August 21, 2009 (289KB)
During the 2008–09 school year, a validity and reliability study using ISIP, Istation’s Indicators of Progress computer-adaptive reading assessment program, was conducted in five elementary schools from a North Texas school district. Data were examined for internal consistency, test‐retest reliability, concurrent validity with external measures, including DIBELS, TPRI, AND ITBS, and predictive validity with TAKS. Results show moderate to strong evidence of reliability and validity with regard to phonemic awareness, alphabetic knowledge, vocabulary, and reading comprehension.
ISIP Concurrent and Predictive Validity Study
April 16, 2007 (291KB)
In this study, concurrent validity information was gathered on ISIP (Istation's Indicators of Progress) kindergarten, first, second, and third grade benchmark assessments compared to Dynamic Indicators of Basic Early Literacy Skills kindergarten, first, second, and third grade benchmark assessments (DIBELS, Good, Kaminski, & Dill, 2002). Further, predictive validity information was gathered on ISIP third grade benchmarks compared to the Texas Assessment of Knowledge and Skills (TAKS) at third grade.
