An analysis of approximately 70,000 students who met Core5 usage recommendations reveals strong reading gains. At the end of two years, close to 90% of these at-risk students either completed or were working on grade level skills in Core5.
Over 565,000 students in grades K-5 used Lexia Reading® Core5® (Core5) with fidelity during the 2015/16 school year across the United States. Students of all abilities made substantial progress in Core5.
This study focused on teacher engagement and the impact of engagement on fidelity of implementation of a blended learning literacy program. The study found students of engaged teachers more often met recommended usage time in the online component of the program and made more gains in the blended learning program compared to students in neighboring classrooms.
This study demonstrates the benefits of a blended learning approach to reading instruction using Lexia Reading Core5 for first- and second-grade students from a low-income urban school in western Massachusetts.
This study demonstrates that Lexia Reading supports English Language Learners in acquiring fundamental literacy skills. The study was conducted in Kindergarten classes using a bilingual education model in a rural Texas district.
These three studies show that Lexia Reading improves early literacy skills when used in conjunction with classroom reading instruction. The studies were conducted in an urban Massachusetts school district.
The percentage of students identified as Low Risk or Reached EOY Benchmark increased from 27% at the start of summer to 36% by the end of summer. The percentage of High-Risk students dropped from 46% to 31%.
This published article highlights the importance of strong implementation of computer-based instruction to support reading gains and discusses how to address implementation challenges in classroom settings.
ELL and Non-ELL kindergartners made similar gains in Core5 and showed significant advances on GRADE. ELL kindergartners’ greater advances on GRADE allowed them to close the reading gap with their Non-ELL peers.