Program Evaluation


Reading Seed is dedicated to ensuring that every student we serve gains the critical reading skills they need to prepare them for academic, social, and civic success. We are constantly working to improve our internal program evaluation and to expand our capacity to conduct rigorous data collection and analysis.

In the 2013-2014 school year, we will be piloting a comprehensive (qualitative and quantitative) program evaluation to assess student reading skills, their attitude toward reading and school, and their reading-related behaviors throughout the year. This will allow us to better track each student’s progress and ensure high-quality programming.

Impact of Reading Seed Coaching Program: Analysis of K-3rd DIBELS Performance in TUSD 2011-2012

The purpose of this data analysis was to evaluate what impact the Reading Seed Coaching Program has on the rate of improvement for TUSD students in kindergarten through third grade who work one-on-one with a volunteer Reading Seed Coach.

Reading Seed was provided with DIBELS (Dynamic Indicators of Basic Early Literacy Skills) outcome data for 413 students in TUSD elementary schools who worked with a Reading Seed Coach during the 2011-2012 school year. Also provided was the DIBELS outcome data for 13,464 TUSD elementary students who did not receive regular reading support from a Reading Seed Coach.

The analysis demonstrates that the Reading Seed Coaching Program has a statistically significant impact on the DIBELS scores of struggling readers in kindergarten through third grade. A combined analysis of DIBELS Oral Reading Fluency scores for 1st through 3rd graders demonstrates that for Reading Seed students’ the percent change (improvement) in their scores was on average 36% greater than students who did not have Reading Coaches. This is a significant outcome for the program and for the students that Reading Seed serves.

2005 Reading Seed Evaluation by the University of Arizona College of Education – Executive Summary

Reading Seed Children’s Literacy Program (RS) was evaluated during the spring of 2005 by College of Education researchers. The pilot study was designed to address the overall question, “Is the Reading Seed tutoring program effective?” Four sub-questions were developed to target specific issues:

1. Did students who received tutoring by a RS coach increase their reading performance beyond that of their non-tutored matched classmates?
2. What strengths and weaknesses of the program did tutored students identify?
3. What strengths and weaknesses did classroom teachers of tutored RS students identify?
4. What strengths and weaknesses of the program did reading coaches identify?

One hundred children tutored in the Reading Seed program were randomly selected for the pilot study. The classroom teachers of the randomly selected tutored children were asked to match the tutored children with non-tutored children functioning at the same reading level. Coordinators of the Reading Seed program at each school were given permission forms to distribute and collect from the parents of the children who were participating in the study.

Researchers concluded: “Reading Seed tutoring makes a substantial impact on students, teachers and the tutors.”