An investigation of blended learning to support reading instruction in elementary schools

An investigation of blended learning to support reading instruction in elementary schools

Citation:
Macaruso, P., Wilkes, S., & Prescott J.E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development. doi.org/10.1007/s11423-020-09785-2.

Abstract

This study evaluated effects of the blended learning program Core5 for students in kindergarten through fifth grade. Three treatment schools (2217 students) that adopted Core5 were compared to  three control schools (1504 students) where the standard form of instruction was maintained. Prior to implementation of Core5, treatment students performed significantly below control students on a standardized reading test. At the end of the school year, treatment students showed greater gains on the reading test than control students and group difference disappeared. Further analyses revealed that reading gains were uniform across grades and racial-ethnic categories. These outcomes point to the viability of using Core5 for reading instruction in elementary schools.

Key Findings

  • Students in the treatment group using Core5 showed greater gains on a standardized reading test than students in the control group.
  • Benefits of Core5 over the control condition were uniform across grades K -- 5.
  • Benefits of Core5 over the control condition were uniform across racial-ethnic categories. Hispanic/Latinx, White/Caucasian and Black/African American students all demonstrated similar benefits.


 

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