Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

Three-Year Longitudinal Study: Impact of a Blended Learning Program—Lexia® Core5® Reading—on Reading Gains in Low-SES Kindergarteners

“…Students began the program in kindergarten, and their reading scores were tracked through the end of second grade. In an earlier, one-year study Schechter, Macaruso, Kazakoff, and Brooke (2015) reported benefits of Core5 for low SES students. Firstand second-grade students who used Core5 showed significantly greater reading gains on a standardized test than control students not using Core5.…”

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

“…The blended learning approach utilized in this study, Lexia Reading Core5 Ò (Core5; Lexia Learning 2014) was chosen based on prior studies of demonstrated efficacy (Schechter et al 2017;Schechter et al 2015;O'Callaghan et al 2016) as well as features that address key areas of effective instruction, including clear objectives, frequent assessments of student progress, personalized learning, and ample opportunities for exposure to academic printed materials (Espinoza 2008;Francis et al 2006;Goldenberg 2012). The program is designed to accelerate reading skills in students who are behind their peers as well as sustain and increase progress for on-level and above-level readers.…”

“…Blended learning allows one to address all aspects of effective instruction for ELs in a more efficient manner, using technology to support teacher-led instruction, including personalization and data collection to inform differentiated instruction (Christensen et al 2013). Preliminary findings from a small-scale study with a subsample of ELs (Schechter et al 2015) suggest that a blended learning approach may be particularly effective for ELs; however, more evidence is needed.…”

A randomized controlled trial of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐old children

“…Although research evidence is stronger in the United States, arising from a greater number of controlled studies and randomized trials, findings are ambiguous. One study program benefits of using a computer-based literacy program on letter identification, word attack skills, and passage comprehension skills for first but not second graders (Chambers et al, 2011), one found benefits on spelling but not basic literacy skills (Blachowicz et al, 2009) and another on the reading comprehension of low-achieving pupils using a blended approach to instruction (Schechter, Macaruso, Kazakoff, & Brooke, 2015).…”