Research

The AVAILLL program has been researched in three studies over a period of four years and peer reviewed by independent analysis. The first two quasi-experimental studies led by the teacher/developer took place in the United States with fourteen year olds and included substantial subgroups of special education students, ESL students, and minority students. The raw data was taken to a peer review committee at the University of Canterbury in New Zealand - a country highly regarded in the field of literacy education. There, an independent peer review committee analyzed the original quantitative and qualitative raw data. The committee not only confirmed the results of the previous research but proposed cooperative research on a larger scale in New Zealand. University of Canterbury literacy faculty then led a third experimental and replication study with 14 teachers and 296 students 8 to 12 years old. This third study validated and extended the previous U.S. studies. A narrative summary is reflected in the university press release, click here to read.

Please note: In the United States study with 14 year old high school students, 68% of the students were below level readers averaging 3.1 years below grade level. In New Zealand with 8-12 year old students, 36% of the students were below level readers averaging 1.05 years below grade level. The data results generated by the two populations reflect these proportionate differences.

To view more please click on the following links:

• The university's press release regarding their faculty's research
• Abstracts of each study
• Qualitative/quantitative discussion
• Summary of Research