2019 Catalog Zoo-phonics

Research

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STAR Testing - Kindergarten 2016 - 2017

Fall

% of Students

Spring

Urgent Intervention 10 - 24 th Percentile

On Watch 40 - 59 th Percentile

Intervention 25 - 39 th Percentile

Benchmark 60 th Percentile and above

90 th Percentile

Figure 5. Kindergarten STAR Fall and Spring Results. STAR Early Literacy results organized by category to determine proficiency and identify students in need of interventions and growth, fall-to-spring.

In the 2016-2017 school year, a cohort of 317 kindergartners, attending 6 rural, low income elementary schools in Ohio County School District, Hartford, Kentucky, were used in this study.

STAR Testing - First Grade 2016 - 2017

Fall

# of Letters

Spring

Urgent Intervention 10 - 24 th Percentile

On Watch 40 - 59 th Percentile

Intervention 25 - 39 th Percentile

Benchmark 60 th Percentile and above

90 th Percentile

Figure 6. First Grade STAR Results – Spring. STAR Early Literacy results organized by category to determine proficiency and identify students in need of interventions.

The First Grade Cohort group was comprised of 287 first grade students from Ohio County School District, Hartford, Kentucky. All students enrolled in first grade classes, including students with special needs and limited English proficiency, were included in this study.

knew there was a system to the way words worked in print--he didn’t have to just guess or call his teacher when he came to a word he didn’t know-

don’t follow standard letter-sound conventions. My son David correctly told Andrew that he would not be able to sound that word out but would simply have to learn it, whereupon Andrew looked up at him very seriously, and said “That’s because you don’t know Zoo-phonics!” We laugh at this story because we know that Andrew was being a little over-confident, but as his grandfather, I took great comfort in the fact that it was only December of his kindergarten year, and Andrew already understood and had confidence in using the alphabetic principle to decode unknown words in print. Sure, he would need to learn to be flexible (particularly with vowel sounds), but here it was December of kindergarten, and he already

-he could think about it, apply his analytic skills, and usually identify the word on his own.” - Joseph K. Torgesen Ph.D Chair of Psycholo- gy and Education Flor- ida Center for Reading Research at Florida State University

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