Rigorous
Originally founded through a research grant, Lexia’s ongoing commitment to peer-reviewed efficacy research and gold-standard outcome studies is at the forefront of our industry, as well as the center of our pedagogical approach. We stand as one of the most rigorously researched and independently evaluated reading programs in the world, and our commitment to evidence-based, scientific research demonstrates the efficacy of our programs while guiding development of our products.
Our solutions are designed according to the latest scientific findings in education as well as recommendations from the National Reading Panel. The National Reading Panel (NRP) was formed in 1997 at the request of Congress with the aim of assessing the effectiveness of different approaches to literacy instruction.
Lexia programs are also proven to improve learning outcomes required by federal mandates under the Every Student Succeeds Act (ESSA), and our research portfolio meets the highest levels of evidence.
Personalized
Our solutions are centered around a personalized approach to learning, and are designed to give students more control over the time, place, path, and pace of their progress.
To some, the term “personalized learning” is simply the incorporation of technology. Lexia believes technology is a key component of personalized learning, but that it does not stand alone. Our approach combines effective, teacher-led instruction with interactive, user-centric experiences to support the cognitive abilities of a wide variety of students. With Lexia, teachers are able to prioritize and differentiate instruction, allowing students to develop critical reading skills at their own pace.
Structured and Systematic
Lexia solutions are different from edtech games and test prep programs. They’re founded upon a structured and systematic approach to literacy instruction that builds upon prior learning in a sequential manner—from simple to complex—ultimately improving each teacher's ability to deliver critical literacy concepts, strengthening the relationship with, and transitioning ownership of learning, to the student.
