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.
Data from students around the country were used to examine the relationship between End-of-Year Benchmarks in Core5 and end-of-year reading ability scores, using assessments including aimsweb®, DIBELS Next, MAP®, and STAR.