The Journal of Special Education (2014)

Effects of computer-assisted instruction for struggling elementary readers with disabilities

Citation:
Regan, K., Berkeley, S., Hughes, M., & Kirby, S. (2014). Effects of computer-assisted instruction for struggling elementary readers with disabilities. The Journal of Special Education, 48, 106–119.

Abstract

This study examined the effects of a Lexia program on the word reading skills of students with mild disabilities in grades 4-6. The study assessed three targeted reading skills per student.  Findings revealed that in nearly all cases students met mastery criteria for the reading skills in which they were assessed. Some students were able to meet mastery of reading skills with the Lexia program alone, while others needed additional direct instruction. Student performance levels for each skill were maintained after students stopped using the Lexia program. Student perceptions of the Lexia program were positive.

Key Findings

  • Students met mastery criteria for 92% of the reading skills in which they were assessed.
  • Reading skills were maintained at a 93% rate after students stopped using the Lexia program for a particular skill.

 

 

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