Lexia Learning Research Presentations

Members of Lexia's Education and Research Department have presented research on Lexia's efficacy and pedagogical components at conferences around the world. For more information about Lexia research, click the link below to contact your Lexia representative.

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2018
  • Benefits of Blended Learning to Support Reading Instruction and Rebound from Summer Slide  
    Poster presentation at the ASCD Conference. Boston, MA. Macaruso, P., Wilkes, S., Schechter, R., & Morrissey Smith, M. (March 2018).
     

  • Assessment Without Testing®: Using Technology to Gather Information on Student Reading Needs.   
    Poster presentation at the ASCD Conference. Boston, MA. Mitchell, A., Baron, L., & Macaruso, P. (March 2018).  
     

  • Examination of email frequency on teacher interaction with a blended learning educator portal.
    Poster presentation at the ASCD ConferenceBoston, MA. Schechter, R. (March 2018).
     

  • Direct implementation support leads to success for all.
    Poster presentation at the ASCD Conference. Boston, MA. Schechter, R., Wilkes, S., & Prescott, J. (March 2018).   
     

2017
  • The impact of summer slide on reading growth for low-SES students across two years.   
    Poster presentation at the Society for the Scientific Study of Reading Annual Meeting. Halifax, Nova Scotia. Crawford-Brooke, E., Macaruso, P., & Schechter, R.L. (2017, July).
     

  • Educational technology can effectively differentiate instruction for reader profiles.   
    Poster presentation at the Society for the Scientific Study of Reading Annual Meeting. Halifax, Nova Scotia. Baron, L., Hogan, T., Schechter, R., & Brook, E. (2017, July).  
     

  • Using persona profiles to personalize learning for non-proficient adolescent readers.
    Workshop presentation at International Literacy Association (ILA) Conference. Burnell, K., & Canfield, C., (2017, July).
     

  • Assessment without testing: Using performance measures embedded in a technology-based instructional program as indicators of reading ability.
    Paper presentation at EdMedia: World Conference on Educational Media and Technology. Washington, DC. Mitchell, A., Baron, L., & Macaruso, P. (2017, June).   
     

  • Examining the impact of blended learning on third grade reading skills.   
    Roundtable presentation at ISTE 2016. San Antonio, TX. Wilkes, S., Treat, A., Kazakoff, E., & Prescott, J. (June, 2017).
     

  • Do implementation services really work?: An inquiry into implementation support packages for blended learning programs. 
    Poster presentation at the Society of Research in Child Development (SRCD) Biennial Meeting. Austin, TX. Schechter, R., Meyer, D., Prescott, J. (2017, April)
     

  • Evaluating the Application of Self-determination theory to Motivational Design in a Blended Learning Literacy Program
    Roundtable presentation at American Educational Research Association (AERA) Annual Meeting.  San Antonio, TX. Kazakoff, E.R., Orkin, M., Bundschuh, K. (2017, April).


2016
  • Implementing a Blended Learning Program for Reading Instruction in Elementary Schools.
    Presentation at Learning in a Digital Age Conference. Framingham, MA.  Treat, A. & Edwards, E. (2016, January). 
     
  • Exploration of a blended learning approach in early elementary grades. 
    Michigan Virtual Learning Research Institute (webinar series). Schechter, R. & Treat, A. (2016, May).

     
  • Applying SDT in the Design of Literacy Software for Children. 
    Presentation at The 6th International Conference on Self-Determination Theory.  Victoria, B.C., Canada. Kazakoff, E.R., & Ronstadt, K. (2016, June).

     
  • Pizza? The impact of incentives on teacher engagement and student reading. 
    Roundtable presentation at ISTE 2016.  Denver, CO. Schechter, R., Kazakoff, E.R., & Bundschuh, K. (2016, June).     

     
  • Using Computerized Assessment to Identify Profiles of Reading and Language Skills in Elementary and Secondary Students. 
    Symposium at National Conference on Student Assessment 2016. Philadelphia, PA. Foorman, B., Petscher, Y., Brooke, E., & Mitchell, A. (2016, June).
     
  • Exploration of a Blended Learning Approach to Reading Instruction in Second Grade.
    In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 822-827). Association for the Advancement of Computing in Education (AACE). Wilkes, S., Macaruso, P., Kazakoff, E. & Albert, J. (2016). 

     
  • Blended: Lessons from the field on mixing literacy, technology, students, teachers, and data, lots of data.
    Panel presentation at International Literacy Association 2016 Conference.  Boston, MA. Kazakoff, E.R., Wilkes, S. Morrissey, M., & Orkin, M. (2016, July).  

     
  •  Can a Blended Learning Model of Reading Instruction Support the Development of ELL Students' Reading Skills in Kindergarten?
    Poster presentation at the Society for the Scientific Study of Reading Annual Meeting. Porto, Portugal. Brooke, E., Kazakoff, E.R., Macaruso, P., & Prescott, J. (2016, July). 

     
  • Demonstrating the Impact of a Blended Learning Program on the Results of a Standardized Reading Assessment for ELL and non-ELL Students.
    Poster presentation at International Dyslexia Association Annual Conference. Prescott, J., Treat, A., Kazakoff, E.R., Macaruso, P., Brooke, L. (2016, October).

     
  • Using Mixed Methods for the Iterative Improvement of an EdTech Reading Program.
    Poster presentation at the Technology and Media in Child Development (TMCD) Special Topic Meeting of the Society of Research in Child Development (SRCD). Kazakoff, E.R., Schechter, R. (2016, October).

     
  • Using blended learning to support the development of dual language learners’ reading skills in kindergarten.
    Presentation at NAEYC 2016 Annual Conference. Los Angeles, CA. Kazakoff, E.R., Robinson, E., & Rose, Terese (2016, November). 

 

2015
  • Potential benefits of blended learning for reading instruction for ELL and non-ELL students.
    Poster presented at the Society for the Scientific Study of Reading Annual Meeting. Kona, Hawaii. Kazakoff, E.R., Crawford-Brooke, E., Macaruso, P., Hook, P., Schechter, R., & Wilkes, S. (2015, July)
     

  • Computer Adaptive Assessments: What School Psychologists Need to Know.
    Truckenmiller, A. & Mitchell, A.M. (February, 2015). Paper presentation at the National Association of School Psychology 2015, Orlando, FL.

 

2014 
  • Reading skill acquisition low SES students using computer-assisted instruction. 
    Poster presented at the Society for the Scientific Study of Reading.  Santa Fe, New Mexico. Macaruso, P., Crawford-Brooke, E., & Schechter, R. (2014, July).
     

  • Implementation of a Blended Learning Model for Teaching Reading to Struggling Students in Elementary School.
    Presentation at the International Dyslexia Association Annual Reading, Literacy & Learning Conference. San Diego, CA. Hook, P. & Treat, A. (2014, November).

 
2013
  • Rate of progress in computer assisted instruction is highly predictive of reading outcome measures in early elementary grades. 
    Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, Washington. Schechter, R., Macaruso, P., & Crawford, E. (2013, April). 
     

  • Creating a Technology-based Personalized Reading Curriculum for Early Childhood Students.
    Presentation at the annual meeting of the Early Education and Technology for Children Conference, Salt Lake City, Utah. Rodman, A. & Ronstadt, K. (2013, April).

 

2012 
  • Collaboration between content designers and researchers to create a web enabled, embedded assessment tool: Strategies and practices that supported a successful collaboratory.
    Poster presented at the annual meeting of the American Evaluation Association, Minneapolis, Minnesota. Ronstadt, K. & Schechter, R. (2012, October).
     

  • Assessment without testing: How computer-assisted instruction can serve as a progress monitoring tool for response to intervention.
    Presentation at the annual meeting of the Early Education and Technology for Children Conference, Salt Lake City, Utah. Schechter, R. (2012, March). 

 

2011
  • Assessment Without Testing: Computer-assisted instruction can serve as a progress monitoring tool for response to intervention.
    Poster presentation at the annual meeting of the International Dyslexia Association, Chicago, Illinois. Crawford, E., Macaruso, P., & Schechter, R. (2011, November).
     

  • Unique challenges of reading acquisition facing ELL students and the effects of computer-assisted instruction in kindergartners.
    Presentation at the International Dyslexia Association. Chicago, Illinois. Rodman, A. & Macaruso, P. (2011, November). 
     

  • Computer-assisted instruction supports reading acquisition in English Language Learners.
    Presentation at Early Education and Technology for Children. Salt Lake City, Utah. Macaruso, P. & Rodman, A. (2011, March). 

 

2008
  • Benefits of computer-assisted instruction for beginning readers.
    Presentation at American Speech-Language-Hearing Association. Chicago, Illinois. Macaruso, P. & Rodman, A. (2008, November). 

 

2007
  • The use of computer software to assist literacy instruction in kindergartners.
    Presentation at the International Dyslexia Association. Dallas, Texas. Macaruso, P. (2007, November). 
     

  • The benefits of computer assisted instruction to enhance literacy skills in kindergarten children.
    Presentation at the Society for the Scientific Study of Reading.  Prague, Czech Republic. Macaruso, P. (2007, July). 

 

2006
  • The efficacy of computer-based phonics instruction and critical implementation issues in elementary schools. 
    Presentation at the International Dyslexia Association.  Indianapolis, Indiana. Macaruso, P., McCabe, R., & Hook, P. (2006, November).