Independent, Student-Driven Learning
Lexia Strategies enables struggling readers to work at their own pace to develop the key foundational literacy skills they need in order to make progress in both literacy and content-area learning. While students work independently in online activities, detailed progress data is collected in the background. This allows educators to provide real-time analysis of skill strengths and weaknesses and differentiate face-to-face instruction.
Individualized, Motivating Learning Paths
In Lexia Strategies, students are automatically placed at the proper skill level and progress independently to higher levels with more complex content based on skill mastery. If a student struggles in a particular activity, Strategies provides a level of scaffolding, removing some of the answer choices and stimuli on the screen. Once the student demonstrates that they understand the skill in the scaffolded level, they have the opportunity to try the initial activity again. If the student continues to struggle, the teacher is notified and provided with the data and resources for direct, explicit instruction on that particular sub-skill.
Lexia Strategies develops foundational reading skills through an engaging, mature program interface that is designed specifically for students receiving Tier II and III instruction in grades 6–12. The activities incorporate high utility words and academic vocabulary with age-appropriate topics while students develop the basic skills necessary to become successful readers. Since students' learning within the program is self-directed, they can choose which activities to complete as they work through the rigorous scope and sequence.
Celebrate Student Success
Teachers can access a customized certificate of achievement to recognize student progress when a level has been completed. The certificates, which can be printed and presented by the teacher or principal, help to celebrate student success and keep struggling students motivated. This is especially important for struggling readers whose learning process often requires an aspect of trial and error.
According to one study, students who are motivated to read spend 300% more time reading than students who are not motivated to read (Wigfield & Guthrie, 1997). Student motivation is not only linked to higher levels of achievement but it is also linked to satisfaction with school, positive self-esteem, social adjustment, and lower dropout rates.