Over the course of the next few months, i will be posting excerpts from the work that followed this initial investigation. This initial study was not quantitative because the sample size was considerably reduced due to attrition in the reading remediation class we were working with. Later work, which I will share in November, showed medium effect between traditional methods of reading assessment, classroom production, and the importance of new literacies in developing comprehension to accelerate the process– the key was quality time on task and building cognitive categories for recognizing larger pattern segments in narratives related to genre — as in the Event Indexing Model.

I will also be presenting another study at the National Reading Conference in December on games as a framework for literacy instruction and how we made six-percent gains with my eighth-graders on a new, more difficult, standardized assessment.

I also have a few other mixed method studies coming up for submission.

I hope you will stay tuned!