10/9/2024
Efficiency in Implementing Lexia Core5 Reading in a Rural School Setting
PURPOSE: The use of evidence-based practices to support reading instruction has come up against logistical hurdles in terms of resources and expertise, particularly in rural schools that work with historically underserved students. It is possible that integrated learning systems (ILSs)—which use a blended learning model of computer and traditionally delivered instruction—may serve as useful resources, particularly for students with milder reading difficulties. Researchers in this study aimed to determine which of two ILSs—Lexia® Core5® Reading and iStation—would be more effective and efficient in supporting students identified as at risk for reading failure in rural schools.
METHOD: The study used a randomized experimental design to assess the effectiveness and efficiency of the two ILSs. Two schools participated in this study, with one ILS assigned to each school. Within each school, 24 students were randomly assigned to use the ILS and 24 to a business-as-usual (BAU) condition. The effectiveness of the ILSs was assessed using subtests from Woodcock–Johnson IV Tests of Achievement and Performance on the COMPeff and R-CBM. Efficiency was measured in terms of “minutes of instructional time per student” to implement each ILS and BAU condition.
KEY FINDINGS
- In terms of effectiveness, both Core5 and iStation resulted in significant reading growth over the school year, although generally no more so than the BAU condition.
- Regarding efficiency, Core5 required less than half the amount of time to implement (155 minutes per student) than iStation (414 minutes per student).
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