Page | 29 schools consistent with the guidelines for a Level 1 ESSA experimental study (U.S. Department of Education, OPice of Elementary and Secondary Education, 2015). If random sampling is not possible, we will employ a quasi-experimental matched groups design consistent with the guidelines for a Level 2 ESSA study (U.S. Department of Education, OPice of Elementary and Secondary Education, 2015). Students in the intervention group will be provided with instruction incorporating Engage, while the comparison group will continue their current instructional approach (business as usual), not incorporating Engage. Using the pre- and posttest scores, the performance of the intervention and comparison groups will be compared statistically. The comparative performance of the two groups overall, along with the performance of students in various population subgroups (e.g., grade level, gender, race, ethnicity, and economic status) will be compared statistically. The results, including the means, standard deviations, diPerences, and ePect sizes will be explored. The findings and implications for instructional practice will be determined and documented. Background/Context The Importance of E0ective Language Skills The acquisition of language skills during early and middle school education is fundamental to later academic success. Productive and receptive language skills development at an early age opens doors to higher educational opportunities and future career prospects. The National Literacy Trust (2012) emphasizes that literacy is strongly linked to employability and economic success. InsuPicient language skills can significantly limit career options and earning potential in adulthood (Cunningham & Stanovich, 1997). Moreover, language skills are essential for active participation in civic activities like voting, and for engaging in community initiatives. Early education is critical for literacy development. Children who have diPiculty reading at the end of first grade rarely catch up by the end of elementary school (Torgesen, 2004; Francis et al., 1996; Juel, 1988; Shaywitz et al., 1999; Torgesen & Burgess, 1998). When students fail to master foundational reading skills early on, there is a long-term negative impact on their language skills and overall academic success. Students failing to read ePectively by the end of third grade have a nearly five times greater rate of dropping out of high school before graduation. Intervention is critical in reducing and mitigating language disabilities for students (Connor et al., 2014; Gersten et al., 2008). EPective instruction can mitigate initial disparities in reading skills.
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