© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 7 HOW THE STUDY WAS CONDUCTED A quasi-experimental design was used to answer the research questions posed. The design compares the reading skills growth of ML students in the treatment group receiving instruction incorporating Bridges to the reading skills growth of ML students in the comparison group receiving instruction without Bridges. Using ANCOVA, we can compare the reading skills spring posttest scores (dependent variable) achieved by students in the treatment group (independent variable) and the control group (independent variable) and adjust for the fall pretest scores (covariate). The extent to which students receiving instruction incorporating Bridges not only achieve significant growth in English reading skills, but also achieve significant growth in English reading skills beyond a control group of comparable students receiving instruction using traditional practices, is evidence of Bridges’ effectiveness. If students using Bridges improve their English reading skills and improve their skills over and above students not using Bridges, then we have evidence that Bridges is effective. The figure below illustrates the study’s quasi-experimental design, showing how treatment and control groups were assessed before and after instruction. Figure 1 Bridges E ectiveness Design iReady Reading Skills Pos est iReady Reading Skills Pos est Instruc on with Bridges Instruc on Without Bridges iReady Reading Skills Pretest iReady Reading Skills Pretest Treatment Group Control Group
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