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Reading Motivation and Reading Success: A Two-Way Street

Reading Motivation and Reading Success: A Two-Way Street

At-a-Glance

Type:

Research Brief

Source:

DreamBox by Discovery Education

Grade Level:

K-12

Product:

DreamBox Reading Plus

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Research has shown that students’ perceptions about themselves as readers can affect not only their reading effectiveness but also their engagement with reading and their use of reading as a strategic learning tools. In fact, students with high intrinsic motivation are likely to read three times as many minutes per day as compared to students with low intrinsic motivation. 

To document the relationship between reading motivation and proficiency, this report focuses on two key domains of motivation (reading interest and reading confidence) and how they relate to reading comprehension, efficiency, and overall reading proficiency. 

Data were evaluated from a national sample of students who completed both a fall and a spring InSight assessment during one academic school year. The InSight assessment gauges reading proficiency and yields results that can readily be compared with the results of commonly used standardized tests (see InSight Technical Brief for details). For the purpose of this report, students were divided into four motivation-level quartile groups and four proficiency growth quartile groups using national data from the InSight assessment. 

Across all grade groups:

  • students who reported higher levels of interest and confidence also demonstrated significantly higher levels of reading comprehension and reading efficiency
  • students who engaged in at least 100 DreamBox Reading Plus lessons achieved significantly larger reading proficiency gains than students who did not engage in Reading Plus. Notably, students who completed at least 100 Reading Plus lessons achieved similar reading proficiency growth (always exceeding one year’s worth of growth), regardless of their initial level of interest in reading.

The data presented in the research show that reading interest and reading confidence increase right along with a student’s reading proficiency. DreamBox Reading Plus can help all students become more proficient readers, even students with low reading motivation. 

DreamBox Math Study at William Penn School District: ESSA Evidence Level III

At-a-Glance

Type:

Case Study

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

DreamBox Math

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In 2022, LearnPlatform, a third-party edtech research company, was contracted to explore the extent to which DreamBox Math helps accelerate learning for all students at William Penn School District in Pennsylvania.

This study examines the relationship between usage of DreamBox Math and student math outcomes. LearnPlatform designed the study to satisfy Level III requirements (Promising Evidence) according to the Every Student Succeeds Act (ESSA).

DreamBox Math provides invaluable strategies for addressing our greatest academic needs, showing educators where best to intervene, and helping each student reach their full potential.
quote filled
Edward Dunn
Curriculum Supervisor of Mathematics, William Penn School District, PA

Source

LearnPlatform by Instructure, Senior Researchers Ashley Hunt, Ph.D. and Meetal Shal, Ph.D., Director of Research Mary Styers, Ph.D. “DreamBox Math (2021-22) ESSA Evidence Level III study conducted at The William Penn School District, PA”. Discovery Education, February 2,2023.

Who Was Included in the Study?

This study included 18,51 K-6 students across eight elementary schools in William Penn School District, PA. This student sample represents a diverse and historically vulnerable student population. 

Researchers Asked:

  • How were different DreamBox Math usage patterns related to grade K-6 students’ spring 2022 math achievement?
  • Which usage pattern(s) of DreamBox Math had the greatest impact on grade K-6 students’ spring 2022 math achievement?
  • What was the overall impact of DreamBox Math on grade K-6 students’ spring 2022 math achievement?
  • How did the impact of DreamBox Math vary by student grade and racial identity?
  • What was the impact for students who had free or reduced-price lunch (FRL) status?

Study Sample Student Demographics

Students with IEPs
0 %
Students Qualify for FRL
0 %
English Language Learners
0 %

What Data Were Evaluated?

Researchers investigated differential rates of learning acceleration for K-6 students who had access to DreamBox Math during the 2021-22 academic year and completed the fall 2021 Savvas MSDA math pretest and the spring 2022 Savvas MSDA math posttest.

Analysts used 2021-22 student-level DreamBox Math usage (i.e., average weekly lessons and weekly minutes). This usage data informed the extent to which students used the program during the school year and whether students’ use of DreamBox Math related to math learning outcomes on Savvas™ MSDA (the district’s end-of-year assessment).

Study Inclusion Requirements

Students in grades K-6 who completed both:
✓ Fall 2021 Savvas MSDA math pretest
✓ Spring 2022 Savvas MSDA math posttest

DreamBox Math Usage Groups

✓ Low usage = 0 to 3.4 weekly lessons
✓ Moderate usage = 3.5 to 6.7 weekly lessons
✓ High usage = More than 6.8 weekly lessons

How Much Time Did Students Use DreamBox Math Each Week?

DreamBox Learning recommends students complete five lessons per week (about one hour). Overall, students at William Penn School District demonstrated strong usage. During the 2021-22 school year, students at WPSD completed an average of 4.2 DreamBox Math lessons per week and spent an average of 70 minutes in DreamBox Math per week. 59% of students completed 3.5+ weekly lessons and 33% of students completed the recommended 5 weekly lessons. 

Overall Distribution of DreamBox Math User Groups

What Were Some Key Takeaways from the Study?

Overall, students who completed more lessons and spent more time in DreamBox Math had higher math achievement at the end of the study.

✓ Students who completed at least 3.5 lessons (55 minutes) in DreamBox Math had higher end-of-year math achievement scores.
✓ This study controlled for students’ beginning-of-year math achievement and demographics.

DreamBox Math was equally impactful for students regardless of grade, race, and FRL status.

✓ Across all grades, students who completed more DreamBox Math weekly lessons had higher spring Savvas MSDA achievement scores.
✓ Students who identified as Black (African American) and completed more weekly lessons/spent more time (weekly minutes) in the program had higher end-of-year math achievement than those students who used the program less.
✓ Among students who had FRL status, there was a positive, statistically significant relationship that suggests students who completed more weekly lessons/spent more time using the program had higher end-of-year math achievement than those who didn’t use the program.

Education Intervention Impact

LearnPlatform researchers calculated standardized effect sizes (Hedge’s g) to determine the magnitude of changes in student outcomes. The effect size for students who used DreamBox Math more than 6.8 lessons per week was 0.29. This result suggests that DreamBox Math is 4Xs more effective than the average elementary school math intervention.*

* Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., Roberts, M., Anthony, K. S., & Busick, M. D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Educational Sciences, US Department of Education.

Mystery Science Logic Model: ESSA Evidence Level IV​

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

Mystery Science

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Mystery Science. LearnPlatform by Instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent that Mystery Science produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, Mystery Science meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A., Researcher Justin Long, M.A., and Associate Director of Research Molly Henschel, Ph.D. “Mystery Science Logic Model.” Discovery Education, March 7, 2024.

Mystery Writing Logic Model: ESSA Evidence Level IV​

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

Mystery Writing

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for Mystery Writing. LearnPlatform by Instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent that Mystery Writing produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, Mystery Writing meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A., Researcher Justin Long, M.A., and Associate Director of Research Molly Henschel, Ph.D. “Mystery Science Logic Model.” Discovery Education, December, 2023.

Research from Over 100,000 Students Shows DreamBox Math Works

At-a-Glance

Type:

Research Brief

Time Period:

2019 – 2022

Source:

Multiple

Product:

DreamBox Math

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By personalizing instruction, DreamBox Math ensures that all students can achieve significant growth in math.

Over the past several years, Discovery Education has partnered with third-party research organizations, expert data scientists, and education researchers to analyze the efficacy of DreamBox Math across over 100,000 K–8 students. The rich data set includes students using DreamBox Math in class, at home, during accelerated programs, for intervention, and for practice.

Researchers applied a variety of methodologies to explore diverse data for students from different-sized districts, in unique parts of the nation, and facing varying learning challenges. Regardless of how researchers explored data, all types of students’ math proficiency grew with DreamBox Math. The six takeaways in this report demonstrate how versatile this program is for all learners.

Millions of Data Points

100,000+ Students

Six Key Research Takeaways

South Carolina Educators Feedback on Experience

At-a-Glance

Type:

Survey

Time Period:

September 2022

Source:

Discovery Education Research & Analytics

Grade Level:

K-12

Products:

  • Discovery Education Experience
  • Professional Learning

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The DE Research & Analytics team conducted a feedback survey in September of 2022 to learn more about the use of Discovery Education Experience among South Carolina educators, Specifically, they wanted to glean insights into digital teaching and learning, and how professional learning plays a critical role. The final survey featured a total of 17 responses from experienced educators that taught a range of subjects and grades.

south carolina study card

DreamBox Reading Park Logic Model: ESSA Evidence Level IV​

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-2

Product:

DreamBox Learning Reading Park

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for DreamBox Reading Park. LearnPlatform by instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent the Reading Park program produces the desired outcomes for grades K-2. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, DreamBox Reading Park by Discovery Education meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Alexander Lee, Ph.D. and Senior Researcher Meetal Shal, Ph.D. “Reading Park Logic Model.” Discovery Education, January 5, 2024.

DoodleMath Logic Model: ESSA Evidence Level IV​

At-a-Glance

Type:

Logic Model

Source:

LearnPlatform by Instructure

Grade Level:

K-5

Product:

DoodleMath

Share This Report

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Discovery Education engaged LearnPlatform by Instructure, a third-party edtech research company, to develop a logic model for DoodleMath. LearnPlatform by instructure designed the logic model to satisfy Level IV requirements (Demonstrates a Rationale) according to the Every Student Succeeds Act (ESSA).

To continue building evidence of effectiveness and to examine the proposed relationships in the logic model, Discovery Education plans to conduct an evaluation to determine the extent to its program produces the desired outcomes. Specifically, Discovery Education has plans to begin an ESSA Level III study.

Because of the development of the logic model and the plan for an ESSA Level III study, DoodleMath by Discovery Education meets Tier IV evidence requirements in compliance with ESSA.

Source

LearnPlatform by Instructure, Researcher Andrew Scanlan, M.A. and Senior Researcher Meetal Shal, Ph.D. “DoodleMath Logic Model.” Discovery Education, January 20, 2023.

Mystery Science Theory of Action

At-a-Glance

Type:

Theory of Action

Source:

Discovery Education Research & Analytics

Grade Level:

K-5

Product:

Mystery Science

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Mystery Science by Discovery Education is built upon a theory of action about how best to enhance K-5 science instruction and the learning experience. Collectively, our theory of action statements describes the philosophical foundation to Mystery Science’s approach to science education. This document includes research to support these theory of action statements, outlined below, that hypothesize how specific actions taken by students, teachers, and administrators can lead to positive results for all.  
  1. When students construct their knowledge through active application of science practices, they
    deepen their understanding of scientific concepts.
  2. When students see how scientific ideas relate to their daily lives and personal interests, they
    are more motivated and engaged in learning.
  3. When students analyze scientific ideas through the lens of phenomena, they are able to solve real-world problems.
  4. When students feel welcome and included through conceptual and linguistic accessibility and
    learn from content that is diverse in representation, they are more engaged in learning.
  1. When teachers provide appropriately scaffolded instruction, students are more likely to grow their understanding of scientific concepts.
  2. When teachers relate lessons to prior knowledge, students are more likely to engage in the lesson and achieve the intended learning goals.
  3. When lessons include expectations that students apply scientific practices (e.g. solve problems, engage in argumentation, analyze data, develop and use models), students are more engaged, and deeper understanding and active learning takes place.
  4. When lessons include frequent opportunities for scientific discourse (e.g., sharing ideas during the investigation, making predictions, arguing for ideas using evidence, synthesizing findings), teachers can support students in developing and deepening their understanding of scientific ideas.
  1. When district and school-based leaders invest in, prioritize, and support the use of research-based, digital learning resources by teachers and students, engagement and achievement increases.
  2. When administrators prioritize science education by providing effective professional development, high-quality curricular resources, and ample instructional time, students are more likely to engage in science and achieve the intended learning goals.
  3. When district and school-based leaders invest in digital resources that are intuitive for users, teachers are more likely to use them for teaching and learning.

The research studies that support each theory of action statement provide guidance to the development of Mystery Science, as well as Discovery Education’s approach to professional learning and implementation teams. 

Bellevue Public Schools Project STEM Insights, Year 2​

At-a-Glance

Type:

Program Evaluation

Time Period:

2018 – 2020

Source:

GrantProse

Grade Level:

K-5

Products:

  • Discovery Education Experience
  • Professional Learning

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Bellevue Public Schools (BPS), located in eastern Nebraska, instituted Project STEM (Student, Teacher, Engaging Minds), a five-year program to expand STEM opportunities for military-connected elementary school students with a $1.25 million grant from the Department of Defense Education Activity (DoDEA).

The goal of Project STEM is to increase student achievement in math and science across all elementary schools within the district. The program began in the 2018-2019 school year and will complete at the end of the 2022-2023 school year. BPS identified three strategies to meet the grant’s program goals: in-class curriculum support, in-class technology support, and extra-curricular activities. The district partnered with Discovery Education and Edmentum to meet these goals.

GrantProse, Inc. was contracted to conduct an independent program evaluation of the Project STEM grant. GrantProse produced a report on Year 2 implementation and another report comparing staff attitudes toward STEM instructional practices from 2019 and 2020 surveys. This document summarizes key insights from both reports.