Computers in the Schools (2019)

Three-year longitudinal study: Impact of a blended learning program—Lexia® Core5® Reading—on reading gains in low-SES kindergarteners

Citation:
Macaruso, P., Wilkes, S., Franzén, S., & Schechter, R. (2019). Three-year longitudinal study: Impact of a blended learning program—Lexia® Core5® Reading—on reading gains in low-SES kindergarteners. Computers in the Schools, 36, 2-18.

Abstract
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 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 Core5 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.

 

Key Findings

  • In this three-year longitudinal study, Core5 students showed significant gains on a standardized reading test in kindergarten, first grade, and second grade.
  • Test performance declined significantly from the spring of one school year to the fall of the next, indicative of a summer slide.
  • Performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of Core5 to 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.

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