© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 18 The results suggest that instruction incorporating Engage is equally e ective for both boys and girls. Question 2a: Do ML boys and girls in grade 9–12 differ in their growth in English reading and writing skills (reflected on the AZELLA) when receiving instruction incorporating Engage? We also examined whether Engage instruction produced di erent outcomes for male and female MLs in grades 9–12. Using Analysis of Covariance (ANCOVA), we compared boys’ and girls’ reading and writing posttest scores while adjusting for di erences in their pretest (initial) AZELLA reading and writing scores. These results are presented in Tables 8–11. The findings show that Engage was equally e ective for both boys and girls in improving reading and writing performance. Di erences between groups were not statistically significant for either reading (F=0.06; df=1/170; p=.81) or writing (F=1.26; df=1/170; p=.26). Reading Growth by Sex Table 8 summarizes the ANCOVA results comparing boys’ and girls’ reading growth after Engage instruction, with initial reading level controlled for. Both groups demonstrated steady language growth consistent with the total student sample. Table 8 ANCOVA Results for Reading Growth (Adjusted for Initial Reading Level) Source Type III Sum of Squares Df Mean Square F Sig Corrected Model 172291.65 2 86145.82 110.37 <.001 Intercept 28519.68 1 28519.68 36.54 <.001 Pre-Instruction Reading 171914.17 1 171914.17 220.25 <.001 Sex 43.90 1 43.90 .06 .813 Error 131132.35 168 780.55 Total 7257899.00 171 Corrected Total 303424.00 170
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