Student with Dyslexia Reaches Grade-Level Proficiency through System 44 and Read 180
At a glance
  • Demonstrates a Rationale
  • Programs: System 44®, Read 180®
  • Subjects: Intervention Curriculum, Literacy Curriculum
  • Report Type: Efficacy Study
  • Grade Level: Middle
  • Region: West
  • Population: Students with Disabilities, Students with Specific Learning Disabilities, Students with Dyslexia
  • Race/Ethnicity: White
  • District Urbanicity: Suburban
  • District Size: Small
  • District Name: Charles Armstrong School
  • Outcome Measure: Reading Inventory, Track My Progress, Oral Reading Fluency
  • Evaluation Period: 2018-2021
Lilly, Ninth Grade
“Reading is much easier. I’m more confident. Before, I couldn’t read and that was discouraging. . . I knew that [System 44 and Read 180] helped me. I was glad that it all paid off!”

Lillly, now a ninth grade student, began her journey at the Charles Armstrong School in second grade when she was first diagnosed with dyslexia. Although she entered second grade not knowing how to read, she was surrounded by a supportive community that prioritized evidence-based reading instruction throughout her elementary and middle school years. By the time she graduated from the Armstrong School in eigth grade, she had achieved grade-level reading proficiency. During the years between 2018-2021, Lilly used the System 44 and Read 180 programs to help accelerate her reading.

Reading achievements during two years of using System 44:

  • Achieved grade-level reading comprehension
  • 23% increase in Phonics Inventory Accuracy score
  • 28% increase in Reading Inventory Lexile score
  • 265% increase in Track My Progress percentile
  • 76% increase in Oral Reading Fluency WCPM

Reading Achievements after one year of using Read 180:

  • Met growth expectations in reading comprehension on College and Career Readiness goals
  • Additional 8% increase in Reading Inventory Lexile score
  • Additional 15% increase in Track My Progress percentile
System 44 All-Star

Lilly's hard work and determination throughout her use of the System 44 program has taken her on a journey from academic struggle to confidence and accomplishment. At the beginning of sixth grade, Lilly was continuing to work on decoding skills and was enrolled in the intensive literacy intervention program, System 44. Over the next two years, Lilly worked hard both at school and at home to fully complete the System 44 program, and her reading achievement scores reflected her efforts. Impressively, Lilly’s scores on the Track My Progress reading comprehension test soared from the 20th percentile prior to using the System 44 program to the 53rd percentile after System 44 enrollment, indicating grade-level proficiency for reading skills aligned to common core state standards. Additionally, Lilly’s Oral Reading Fluency increased from a 38 to 67 words correct per minute (WCPM). The additional targeted practice through System 44 helped increase her automaticity and fluency in both word-level reading and in reading connected text.

By the end of seventh grade, Lilly had achieved a 28% increase in HMH Reading Inventory Lexile scores, from 752L to 962L, and increased from a “Basic” to a “Proficient” performance level. With the help of her teachers and System 44, Lilly achieved accelerated growth in reading comprehension and began her eighth-grade year prepared to meet its rigorous expectations.

Wf1468700 Web Charts Lilly Graph 1
Reading Inventory Lexile Gain after System 44 Usage
Wf1468700 Web Charts Lilly Graph 1
Read 180 All-Star

Lilly had mastered the foundational skills of reading but still felt that trying to get through a book from cover to cover was difficult. To further support her reading comprehension growth, Lilly was placed in Read 180 during eighth grade. Lilly enjoyed the subject matter in Read 180, expressing that she appreciated content geared toward older kids, and she particularly liked learning about endangered species.

After one year of Read 180 instruction, Lilly again showed accelerated growth in reading comprehension compared to her initially same-scoring peers. On Track My Progress reading tests, Lilly scored better than 53% of her peers after completing System 44 but better than 61% of her peers after completing Read 180. By the end of eighth grade, Lilly had achieved a further 8% increase in Reading Inventory Lexile scores, from 962L to 1043L, demonstrating reading comprehension growth on track with College and Career Readiness goals. Lilly’s confidence in reading soared, and she recognized the outcomes of her efforts, saying, “I have become a better reader by doing the practice and putting time in practice.”

Wf1468700 Web Charts Lilly Graph 3
Track My Progress Percentile Change
Wf1468700 Web Charts Lilly Graph 3
Wf1468700 Web Charts Lilly Graph 2a
Reading Inventory Lexile Gain after Read 180 Usage
Wf1468700 Web Charts Lilly Graph 2a

Lilly is no longer a struggling student as a high school student and reports, “Homework doesn’t seem that hard now.” Lilly finds it challenging to make time for everything, but in addition to enjoying biology, lacrosse, and hanging out with friends, when she reads for fun, Lilly has a new love for dystopian novels. The possibilities of her future are now endless, and she would like to use her creativity and pursue a career in the creative arts.