Mrs. Hauser, an experienced third and fourth-grade teacher at Salisbury Elementary School, began using Readability in her classroom in early 2024. Her classes consist of English Language Learners (ELL) and students with dyslexia and other learning disabilities. The choice of Readability was strategic, driven by its comprehensive set of tools designed to cater to individual learning styles and particularly to students who need differentiated support.
During a ten-week study, data was collected indicating that every ELL student in Mrs. Hauser’s class demonstrated a significant increase in words per minute (WPM) in their reading. Mrs. Hauser noted, “Every single one of the students using the program has increased in reading fluency, showing especially notable improvements among students with learning challenges.”
“Using Readability has helped improve reading fluency and engagement among ALL of my students. My kids feel more confident as readers. The measurable progress in their reading abilities over the past ten weeks has been incredibly significant.” — Mrs. Hauser, Elementary School Teacher
The study background included 20 ELL students in 3rd/4th grade, a 10-week timeframe, daily reading of 20 minutes, daily tracking, and guided AI tutoring. Students used Readability daily, reading for 10 minutes at school and 10 minutes at home. “The app includes a feature that allows teachers to track each child’s time spent reading at home, which is invaluable for tailoring instruction and support,” Mrs. Hauser added.
A significant benefit of Readability, as highlighted by Mrs. Hauser, is its ability to level the educational playing field. She explained, “Accessing diverse reading materials can be challenging for some families. With Readability, all students have a library at their fingertips.” Salisbury Elementary provided students with tablets to practice reading at school and home, and Mrs. Hauser emphasized that the program’s success is linked to consistent usage both in the classroom and at home. Parents and teachers can see what books children have read, time spent reading, accuracy, and WCPM through the teacher and parent portal.
The outcomes of the study were remarkable. Fluency gains reached 36%, accuracy improved to 97%, students read an average of 76 books, and confidence improved significantly. Results were verified using Fastbridge assessments. For students with dyslexia, one student increased their reading speed from 22 to 54 WPM — a 145.45% improvement. Another student who initially felt embarrassed by his low reading proficiency almost doubled his reading speed from 52 to 101 WPM.
Despite facing personal challenges, ELL students showed an increase in reading proficiency and confidence in the classroom. The improvements documented in Mrs. Hauser’s classroom were validated by the school’s reading specialist, underscoring the substantial impact of Readability on these students. One student, Ayven, an ELL 3rd grader, shared: “Readability helped me a lot to read better. I feel better as a reader, and I am now proud of my reading.”
Readability has been a powerful addition to Salisbury Elementary staff, helping to improve reading fluency and student engagement. The experience in Mrs. Hauser’s class demonstrates the app’s potential in an educational setting. Teachers interested in supporting students with ADHD, dyslexia, or English Language Learning challenges can explore the research behind Readability or visit the educator FAQs to learn more.
School districts and administrators interested in a program that delivers measurable reading comprehension and fluency gains can schedule a short demo or sign up for a free trial period to explore the program.