9/26/2024

Examining the Impact of Blended Learning on Third Grade Reading Skills

PURPOSE: According to the National Center of Educational Statistics (2015), only one-third of elementary students scored Proficient on a national assessment of reading skills. Notably, about 90% of students who are English Learners (EL students) score below the Proficient level in reading. The aim of this study was to determine if third grade students would demonstrate gains in reading as a result of participating in a blended learning program (Lexia® Core5® Reading) and to understand if students who are ELs and students who are not English Learners (non-EL) performed similarly in the program.

METHOD: Both EL and non-EL students used Core5’s online technology and offline materials. They accessed the online component of Core5 for an average of 62 minutes per week for 30 weeks. Teachers were encouraged to use the Daily 5™ framework, a classroom management program in which students rotate between five literacy activities while teachers work one-to-one or in small groups with students. As an assessment of reading growth, students were administered the GRADE, Level 3 in the fall and spring.

KEY FINDINGS

• Following use of Core5, both EL and non-EL third grade students made significant gains in Total Test scores on the GRADE.
• Significant gains were found in Vocabulary Composite scores and Comprehension Composite scores on the GRADE for both EL and non-EL students.
• EL students made greater gains than non-EL students in Total Test scores on the GRADE. Thus, EL students were able to close the reading gap with their peers.