Journal of Computer Assisted Learning (2020)

Measuring the impact of a blended learning model on early literacy growth

Citation:

Wilkes, S., Kazakoff, E.R., Prescott, J.E., Bundschuh, K., Hook, P. E., Wolf, R., Hurwitz, L. B., & Macaruso, P. (2020). Measuring the impact of a blended learning model on early literacy growth. Journal of Computer Assisted Learning. Advance online publication. doi: 10.1111/jcal.12429. 
 

Abstract

This study investigated the use of a blended learning program, Core5, in kindergarten and first grade classes. A quasi‐experimental design compared 283 treatment students instructed in schools using Core5 with 237 control students in schools using traditional instruction in an urban school district.  Treatment students outperformed control students on a standardized assessment of reading ability. The discrepancy between treatment and control groups on post‐test scores was more pronounced when students had lower pretest scores, suggesting that Core5 helped close the gap for students struggling with early reading skills. These outcomes point to the value of using Core5 for reading instruction in early elementary grades.


Key Findings 

  • Treatment students significantly outperformed control students by nearly 20 points on a standardized assessment of reading ability.
  • Core5 helps close achievement gaps. Effects were most pronounced for students with lower reading scores prior to the intervention.
  


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