Evaluating the Efficacy of 95 Phonics Lesson Library[TM]: Fall to Spring Formative and Summative Assessment Findings for Grades 4-5

This study, conducted by LXD Research, evaluates the 95 Phonics Lesson Library (95 PLL), a targeted phonics intervention program in a majority low SES, ethnically diverse midwestern school district from 2023-2024. Using a quasi-experimental mixed-method design, this study compares reading outcomes of fourth and fifth graders using 95 PLL with a similar comparison group in the school district. To assess growth across the school year, Acadience Reading was analyzed at the middle-of-year (MOY), and the Ohio State Test (OST) reading assessment was analyzed at the end-of-year (EOY). MOY results indicated 95 PLL students outperformed their comparison peers in Acadience overall scale scores. These differences were significant for fifth grade students. Likewise, significantly more 95 PLL students "caught-up" and became on or above grade level on the Acadience reading assessment at MOY than their comparison group peers. These mid-year findings were replicated in the EOY analysis of the Ohio State Test (OST), as the fourth and fifth graders significantly outperformed their comparison group peers on OST reading in Spring 2024. Additional qualitative components of the study included educator interviews, surveys, focus groups, and site observations. In these qualitative responses, educators indicated that 95 PLL had a positive impact on student reading outcomes. Several educators observed a "learning curve" to implementing the 95 PLL program as fourth and fifth grade educators expressed a desire for additional training to improve their initial implementation of the program. Site observations of 95 PLL classrooms revealed higher student engagement and frequent use of phonics-focused instructional strategies, whereas comparison classrooms demonstrated lower engagement, minimal phonics instruction, and heavy reliance on technology. Despite some implementation challenges, the findings of this study indicate that 95 PLL implementation was associated with significantly stronger reading achievement than the comparison group, and closing of academic gaps on formative and summative assessments.