Computers in the Schools (2019)
Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications, and discuss the theoretical and philosophical basis for the application.
Three-Year Longitudinal Study: Impact of a Blended Learning Program—Lexia® Core5® Reading—on Reading Gains in Low-SES Kindergarteners
Paul Macaruso, Shani Wilkes, Sarah Franzén & Rachel Schechter
This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. These students received instruction with a blended learning program ——Lexia® Core5® Reading—from the start of kindergarten through second grade. During each school year the students made significant gains on a standardized reading test. However, performance on the test declined significantly from the spring of one school year to the fall of the next, indicative of a substantial summer slide. Yet, further comparisons revealed that performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of school-based instruction to help overcome the summer slide. More than 90% of low performers who started kindergarten scoring below average on the standardized test finished second grade scoring average or better. Benefits of Lexia® Core5® Reading to support reading growth in elementary school students from low SES backgrounds are discussed.