“I know iLit is working because slowly overtime I see the confidence level in my students rise. As a teacher trying to help students become better readers, your first goal is to always change their attitudes about reading, and give them the confidence they need to become better readers. iLit helps me do that.”
Kelly Dearmond, Teacher Southern High School, Jefferson County Public Schools
“Within a few months something amazing happened...a true "love" for reading developed. One day she entered my classroom with a stack of at least six chapter books and informed me she was borrowing them from a friend because she was hooked on the series. My draw just about dropped. I felt as if my heart were smiling.”
Dawn Vaughn, Teacher, Wagar Middle School, Airport Community Schools
“The iLit Program is very easy to navigate for teachers as well as for students. Also, based on data from the iLit Program student reading levels have increased and they are also expanding their vocabulary.”
Sharon A. Johnson, M.Ed., District Wide Special Education Coordinator, KIPP Houston Public Schools
“To walk into a classroom and see students engaged in reading, of their choice and being able to articulate what they are reading confirms that students are learning. iLit has changed the reading classroom environment. I believe students feel that there is a focus on reading and no longer see the reading class as another English course.”
Minika Jenkins, Director, High School Reading/ELA, Duval County Public Schools
“Students responded positively to iLit’s online reading selections and the variety of books. We found the Essential Questions that relate to the readings to be helpful in engaging classroom discussions about the literature.”
Radha Alwa, Language Arts teacher Charles O. Dewey Intermediate School 136, NYC Public Schools
iLit students outperform control group with statistically significant gains in reading
Results measured by the GRADE™ nationally norm-referenced assessment of reading growth.
Students using the iLit program had relatively large statistically significant achievement gains from the first school year implementing the program and continued to show large statistically significant achievement gains into the second school year.
By the end of the second school year, the iLit students significantly outperformed their comparison counterparts on the GRADE Total Test and specifically Comprehension scales.