Evidence-Based, Research-Proven: Measuring Lexia’s Impact
Evidence-Based, Research-Proven:
Measuring Lexia’s Impact
Lexia programs are research-proven to improve learning outcomes required by federal mandates under the Every Student Succeeds Act (ESSA). While the ESSA mandate is new, documenting the evidence of the effectiveness of our literacy solutions is not. Founded through a research grant over 30 years ago, Lexia has been committed to conducting evidence-based, scientific research to support the development of Lexia products and demonstrate the efficacy of Lexia programs. For the past 15 years, studies on Lexia products have been conducted and published by researchers around the world. Lexia now has 18 externally-reviewed research studies that meet the standards of evidence under ESSA: 8 Strong, 2 Moderate, and 8 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.
Moderate
Moderate evidence is defined as well-designed, well-implemented quasi-experimental studies with treatment and control groups that may not be randomly assigned.
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.
STRONG
Strong evidence is defined as well-designed, well-implemented experimental studies that include randomly assigned treatment and control groups to eliminate selection biases.
This 2016 study examined the role of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐olds.
This 2015 study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2.
This 2011 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.
This 2008 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.
This study explores a blended learning approach for reading instruction within general education second grade classes in a California elementary school receiving Title 1 funds.
This 2011 study (conducted in Kindergarten classes using a bilingual education model) demonstrates that Lexia supports English Learners in acquiring fundamental literacy skills.
This 2009 study investigated the benefits of computer-assisted instruction (CAI) for middle-school students attending remedial reading classes.
This 2006 study examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system.
MODERATE
Moderate evidence is defined as well-designed, well-implemented quasi-experimental studies with treatment and control groups that may not be randomly assigned. There may be some selection biases that are statistically addressed.
This paper evaluates the impact of Lexia Reading software on the progress of children with reading difficulties in four Northern Ireland Schools.
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.
This study investigated the effectiveness of Core5 to differentiate instruction for students with various reader profiles.
Explore More Lexia Research
Validity ResearchThese reports document the validity of the Lexia® Core5® Reading and Lexia® PowerUp Literacy® programs as measures of reading ability and provide strong evidence that performance metrics in both programs are valid indicators of reading ability. |
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Lexia Research PresentationsExplore research presentations by members of Lexia's Education and Research Department, including research on Lexia's efficacy and pedagogical components at conferences around the world. |
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