3/24/2016

English Learners in Kindergarten Make Large Reading Gains Following Lexia® Core5® Reading Use

PURPOSE: Given the challenges students who are English Learners (ELs) face trying to become proficient readers in U.S. schools, this study asked whether the use of Lexia® Core5® Reading in kindergarten classes could provide early benefits for ELs as well as their non-EL classmates. 

METHOD: Both EL and non-EL students were provided with blended learning instruction using Lexia Core5 Reading in their kindergarten classes. For one group of students (cohort 1), instruction with Core5 was given over the second half of a school year. For a second group (cohort 2), Lexia Core5 Reading instruction was offered for a full school year. Gains in Lexia Core5 Reading were examined for both cohorts of students. In addition, students in cohort 2 were administered the Group Reading Assessment and Diagnostic Evaluation (GRADE) as a pretest and post-test to assess reading gains with an external measure. 

KEY FINDINGS 

• For both cohorts of students, a higher percentage of ELs were auto-placed in Lexia Core5 Reading below grade level compared to non-ELs. 
• For both cohorts of students, ELs advanced greatly in Lexia Core5 Reading—performing at similar levels to non-ELs at the end of the school year. 
• For students in cohort 2, ELs scored much lower than non-ELs on the GRADE at the pretest. At post-test, ELs demonstrated large gains on the GRADE, closing the gap with their non-EL peers.