At a glance
- Program: HMH Into Reading®
- Subject: Literacy Curriculum
- Report Type: Efficacy Study, Study Conducted by Third Party
- Grade Level: Elementary
- Region: Midwest
- District Urbanicity: Suburban
- District Size: Medium
- Implementation Model: Core Instruction
Cobblestone Applied Research & Evaluation, Inc. conducted a retrospective longitudinal study examining student literacy outcomes and educator implementation experiences associated with HMH Into Reading® during the 2024–2025 school year in one Illinois public school district. The study focused on students in monolingual English classrooms and found statistically significant growth in reading achievement from beginning to end of the school year on both the NWEA® MAP® Growth™ Reading and HMH Growth Measure® Reading assessments. Findings also showed progress toward reading grade-level expectations, with fewer students performing below grade level and more students performing at or above grade level by year end.
Educator survey, focus group, and administrator interview findings provided instructional context for these outcomes. Teachers reported broad use of program resources, consistent implementation of Into Reading Structured Literacy lessons in Grades K–2, strong student engagement, and the value of district pacing guidance in supporting instructional coherence across schools. Educators also identified considerations related to pacing, instructional time, assessment alignment, and resource navigation.
Although the study's single-group design does not permit causal attribution, the findings provide locally relevant evidence of student literacy growth and implementation associated with Into Reading. In combination with a well-defined logic model, the study meets the requirements for ESSA Tier 4 (Demonstrates a Rationale).
When considered alongside the companion ¡Arriba la Lectura!™ study conducted in the district's Dual Language classrooms, the findings contribute to a broader picture of literacy development across instructional models.