Poster Presentation at COVD 2019 Annual Conference

Successful Implementation of the King-Devick Reading Acceleration Program by School Staff

Authors: Talaber, A.1, Villar, K. (1 King-Devick Technologies, Inc., Oakbrook Terrace, IL)
Publication: Poster Presentation at COVD 2019 Annual Conference
Date: October 10, 2019
Tags: Reading,

Introduction:

Developmental vision disorders are common in children with reading difficulties. The King-Devick Reading Acceleration Program (K-D RAP) is a computerized, eye movement training program. This study aimed to evaluate the implementation of K-D RAP by school staff and the effect on student reading outcomes.

Methods:

Students (n=34) were enrolled from two 3rd grade classes in West Memphis. Teachers and teacher’s aides supervised students during in-class K-D RAP intervention 12 minutes/day, 5 days/week for six weeks. Standard reading assessments using Weschler Individual Achievement Test III (WIAT), the Developmental Reading Assessment (DRA) and the King-Devick Test were administered before and after the K-D RAP intervention.

Results:

Median post-KD RAP reading scores significantly improved as compared to pre-KD RAP (WIAT fluency: 15th PR (84 SS) to 25th PR (89.5 SS), p = 0.0005; WIAT comprehension: 24th PR (89.5 SS) to 34th PR (94 SS), p = 0.015; DRA fluency 9% improvement, p = 0.024; DRA comprehension 7% improvement, p = 0.014). Overall, students improved from a Below Average to Average standard reading levels. Similarly, K-D Test performance improved (speed: 106s vs. 87s; accuracy: 25 errors vs. 6 errors), demonstrating faster and more accurate saccadic function.

Conclusion:

K-D RAP was successfully incorporated into the classroom by school staff with significant gains in student reading performance. Students and schools would benefit from incorporating K-D RAP into the curriculum to enhance early reading performance and overall academic achievement.

Summary Points:

  • Teachers and teachers’ aides supervised K-D RAP in the classroom, and the students performed K-D RAP 12 minutes daily for 6 weeks.
  • Overall student reading performance increased 10 percentile rank points in fluency (15th to 25th PR) and comprehension (24th to 34th PR).
  • The school district’s reading assessments demonstrated significant improvements when comparing pre- to post-intervention with K-D RAP as well.
  • Similar to prior K-D RAP studies, significant reading performance gains were achieved.