Imagine Language & Literacy:
Significantly Greater WIDA
ACCESS 2.0 Growth for Users
During the 2017–2018 school year, nine elementary schools in a southern Georgia school district implemented
Imagine Language & Literacy as a supplemental tool for students from Kindergarten through grade five who
are English learners (ELs). To determine the impact of the program on EL student score growth, we compared
overall WIDA ACCESS 2.0 score growth between the 2016–2017 and 2017–2018 school years for approximately
328 users and 462 non-users of the Imagine Language & Literacy program. Students who used Imagine
Language & Literacy logged an average of approximately thirty hours in the program across the school year.
The included figure presents the average WIDA ACCESS
2.0 score growth for students who used Imagine
Language & Literacy and those who did not during the
2017–2018 school year. Ultimately, these results demon-
strate a statistically significant and positive impact for
Imagine Language & Literacy users. In fact, the difference
between users and non-users equated to an effect size
of .34 which surpasses the expected effect sizes for
similar education technology intervention tools (Cheung
& Slavin, 2012).
Background
Results
Imagine Learning Research Department
research@imaginelearning.com | 801.377.5071
G E O R G I A C A S E R E P O R T | I M AG I N E L A N G UAG E & L I T E R ACY
20
40
30
10
0
Non-user Imagine
Learning User
Figure 1. Average Overall WIDA ACCESS 2.0
Score Growth for Users and Non-Users of the
Imagine Language & Literacy Program.
The results of this study support the role of Imagine
Language and Literacy as a supplementary tool for the
development of language and literacy achievement. EL
students who used the program in this Georgia school
district for the 2017–2018 school year experienced significant
improvements in English language and literacy proficiency
as demonstrated by performance on the WIDA ACCESS
2.0 assessment. Given these findings, we would expect
similar results for other students who use the Imagine
Language and Literacy program with fidelity.
Conclusions
Significantly Greater WIDA
ACCESS 2.0 Growth for Users
During the 2017–2018 school year, nine elementary schools in a southern Georgia school district implemented
Imagine Language & Literacy as a supplemental tool for students from Kindergarten through grade five who
are English learners (ELs). To determine the impact of the program on EL student score growth, we compared
overall WIDA ACCESS 2.0 score growth between the 2016–2017 and 2017–2018 school years for approximately
328 users and 462 non-users of the Imagine Language & Literacy program. Students who used Imagine
Language & Literacy logged an average of approximately thirty hours in the program across the school year.
The included figure presents the average WIDA ACCESS
2.0 score growth for students who used Imagine
Language & Literacy and those who did not during the
2017–2018 school year. Ultimately, these results demon-
strate a statistically significant and positive impact for
Imagine Language & Literacy users. In fact, the difference
between users and non-users equated to an effect size
of .34 which surpasses the expected effect sizes for
similar education technology intervention tools (Cheung
& Slavin, 2012).
Background
Results
Imagine Learning Research Department
research@imaginelearning.com | 801.377.5071
G E O R G I A C A S E R E P O R T | I M AG I N E L A N G UAG E & L I T E R ACY
20
40
30
10
0
Non-user Imagine
Learning User
Figure 1. Average Overall WIDA ACCESS 2.0
Score Growth for Users and Non-Users of the
Imagine Language & Literacy Program.
The results of this study support the role of Imagine
Language and Literacy as a supplementary tool for the
development of language and literacy achievement. EL
students who used the program in this Georgia school
district for the 2017–2018 school year experienced significant
improvements in English language and literacy proficiency
as demonstrated by performance on the WIDA ACCESS
2.0 assessment. Given these findings, we would expect
similar results for other students who use the Imagine
Language and Literacy program with fidelity.
Conclusions
Imagine Language & Literacy is a supplemental educational program designed to build language and
literacy skills for students in pre-K through sixth grade. Imagine Language & Literacy features instruction in
phonemic awareness, phonics, vocabulary, fluency, comprehension, grammar, and language development—
both academic and conversational. The program aligns with educational standards and addresses skills
students need to become proficient in reading.
Cheung, A. C. K., & Slavin, R. E. (2012). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers:
A Best Evidence Synthesis. Best Evidence Encyclopedia
About Imagine Language & Literacy
References
Imagine Learning Research Department
research@imaginelearning.com | 801.377.5071
G E O R G I A C A S E R E P O R T | I M AG I N E L A N G UAG E & L I T E R ACY
literacy skills for students in pre-K through sixth grade. Imagine Language & Literacy features instruction in
phonemic awareness, phonics, vocabulary, fluency, comprehension, grammar, and language development—
both academic and conversational. The program aligns with educational standards and addresses skills
students need to become proficient in reading.
Cheung, A. C. K., & Slavin, R. E. (2012). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers:
A Best Evidence Synthesis. Best Evidence Encyclopedia
About Imagine Language & Literacy
References
Imagine Learning Research Department
research@imaginelearning.com | 801.377.5071
G E O R G I A C A S E R E P O R T | I M AG I N E L A N G UAG E & L I T E R ACY