Evidence-based, Research-proven

Lexia programs are proven to improve learning outcomes required by ESSA federal mandates. Lexia has over 20 externally reviewed research studies that meet the standards of evidence under ESSA.

Strong
Moderate
Promising

Strong

Strong evidence is defined as well-designed, well-implemented experimental studies that include randomly assigned treatment and control groups to eliminate selection biases.

Computers in the Schools (2015)

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2.

Reading Psychology (2011)

This study examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers in an urban public school system.

Journal of Research in Reading (2006)

In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word-attack strategies.

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Moderate

Moderate evidence is defined as well-designed, well-implemented quasi-experimental studies with treatment and control groups that may not be randomly assigned.

Journal of Research in Special Education Needs (2013)

This study investigated the impact of Lexia Reading software on students aged 6-7 at-risk for dyslexia in Northern Ireland. A sample of 106 students was selected from four intervention schools using Lexia Reading and six control schools.

Reading Psychology (2011)

This study examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for kindergartners in an urban public school system.

Journal of Computer Assisted Learning (2020)

This study investigated the use of a blended learning program, Core5, in kindergarten and first grade classes.

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Promising

Promising studies include correlational evidence that the program has an impact. These studies may not include a control group, but selection effects are addressed statistically.

The Journal of Educational Research (2017)

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners.

Educational Technology Research & Development (2017)

U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs).

Reading Psychology (2017)

The number of K–12 classrooms adopting blended learning models is rapidly increasing and represents a cultural shift in teaching and learning; however, fidelity of implementation of these new blended learning programs varies widely.

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Lexia^® PowerUp Literacy^®

Results show that PowerUp is more than 3X as effective as the average middle school reading intervention.

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