Abstract

At the research site, which was one high school within a public school district, state scores in literacy of Grades 9-11 indicated that students were not meeting academic standards. Study Island software was integrated into the literacy curriculum for Grades 9-11 students to help them improve their proficiency in literacy. The purpose of this quantitative study was to examine the effect of Study Island on state scores in literacy. The theoretical framework was based on Tomlinson’s differentiated instruction theory. Data were collected from Grades 8-11 students who did not use Study Island in Grade 8 and used Study Island in Grades 9-11. Data were analyzed using one-way repeated measures ANOVA. The findings indicated that students’ reading proficiency scores were significantly higher after Study Island was used in Grades 9-11. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. The use of Study Island in academic subjects in Grades 9-11 may help students pass standardized tests and graduate from high school.