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The Future of Reading Education™
Lexia Reading® stands as one of
the most rigorously researched,
independently evaluated, and
respected reading programs in
the world.
A Summary of Published Research
Research demonstrates that the technology-based Lexia Reading program makes a measurable difference in students’ reading success. In multiple studies published in peer-reviewed journals, Lexia Reading has been found to accelerate the development of critical foundational literacy skills in the early grades. Lexia’s Strategies for Older Students has also been shown to be effective in remediating struggling readers.
Key fIndIngS:
• The Lexia Reading program improved reading scores for students in preschool, elementary, and middle schools.
• The lowest-performing students benefited the most from using Lexia Reading.
• Title I students using Lexia Reading closed the reading gap after only six months of intervention.
• eLL students using Lexia Reading showed gains in early reading skills.
Rigorous scientific standards were followed in conducting the studies and included the use of control groups, pretesting/post-testing, standardized and norm-referenced reading tests, and stringent statistical data analysis.
for a more detailed look at the research and findings, please visit www.lexialearning.com or call 800-435-3942.
Lexia Reading® Works
Table of ContentsBuilding early Literacy Skills 4 Supporting english Language Learners 7 Closing the gap for Title I Students 8 Helping Adolescent Readers Advance 9 Additional Resources 9
About Lexia Reading 10
Committed to Research excellence 11
Kindergartners using Lexia Reading significantly outperformed students in the control group on the gates-Macginitie Reading Test®, Level PR (Pre-Reading), which measures phonological awareness, letter-sound correspondence, and listening comprehension.
group differences were more pronounced for low performers.
Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266–287.
Building Early Literacy Skills
The three studies that follow were published in Reading Psychology and show that Lexia Reading improves early literacy skills when used in conjunction with classroom reading instruction. The studies were conducted in an urban Massachusetts school district.
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Gat
es-M
acG
initi
e Mea
n N
CE S
core
s Lexia, 54.2
Kindergarten Study 2008Mean NCE Scores
Control, 46.4
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50
40
30
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Lexia, 55.8
Kindergarten Study 2008Mean NCE Scores (Low Performers)
Control, 41.6
Gat
es-M
acG
initi
e Mea
n N
CE S
core
s
effect size: 0.48
Lexia (n=26) Control (n=45)
effect size: 1.56
Lexia (n=12) Control (n=12)
Kindergarten Study 2008
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In a subsequent Kindergarten study, focusing on low performers, students using Lexia Reading made significantly greater gains than a control group on the group Reading Assessment and diagnostic evaluation (gRAde™), Level K. The test measures phonological awareness, early literacy skills, letter-sound correspondence, listening comprehension, and word reading.
group differences were notable for the word reading subtest.
Building Early Literacy Skills
Macaruso, P., & Rodman, A. (2011). efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology, 32, 172–196.
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GRA
DE
Test
Raw
Sco
res
Pretest Post-test
Lexia, 8.7
Control, 7.7
Kindergarten Study 2011Low Performers • Word Reading Scores
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100
95
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75
GRA
DE
Test
Sta
ndar
d Sc
ores
Pretest Post-test
Lexia, 98.7
Control, 94.1
Kindergarten Study 2011Low Performers • Total Test Scores
effect size: 0.64
Lexia (n=47) Control (n=19)
effect size: 0.85
Lexia (n=47) Control (n=19)
Kindergarten Study 2011
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Preschool students using Lexia Reading made significantly greater gains than the control group on the group Reading Assessment and diagnostic evaluation (gRAde), Level P, used to assess phonological awareness, visual skills, conceptual knowledge, and listening comprehension.
The greatest gains were made in phonological awareness.
Macaruso, P., & Rodman, A. (2011). efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology, 32, 172–196.
Building Early Literacy Skills
Preschool Study 2011
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GRA
DE
Test
Raw
Sco
res
Pretest Post-test
Lexia, 15.8
Control, 12.6
Preschool Study 2011Phonological Awareness Scores
104
102
100
98
96
94
92
90
GRA
DE
Test
Sta
ndar
d Sc
ores
Pretest Post-test
Lexia, 101.2
Control, 96.1
Preschool Study 2011Total Test Scores
effect size: 0.69
Lexia (n=19) Control (n=19)
effect size: 1.02
Lexia (n=19) Control (n=19)
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Students who used the Lexia Reading program in addition to core reading instruction showed greater gains than a control group in overall reading, phonological awareness, and word reading. The group Reading Assessment and diagnostic evaluation (gRAde), Level K, was used as the reading measure.
This study, published in 2011 in the Bilingual Research Journal, demonstrates that Lexia Reading supports english Language Learners (eLL students) in acquiring foundational literacy skills. The study was conducted in Kindergarten classes using a bilingual education model in a rural Texas district, where all students received reading instruction based on a core, phonics-based curriculum.
Supporting English Language Learners
Macaruso, P., & Rodman, A. (2011). Benefits of computer-assisted instruction to support reading acquisition in english Language Learners. Bilingual Research Journal, 34, 301–315.
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GRA
DE
Test
Raw
Sco
res
Pretest Post-test
Lexia, 19.4
Control, 15
ELL 2011Phonological Awareness Scores
104
102
100
98
96
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92
90
GRA
DE
Test
Sta
ndar
d Sc
ores
Pretest Post-test
Lexia, 101.2
ELL 2011Total Test Scores
Control, 93.4
effect size: 0.36
Lexia (n=29) Control (n=37)
effect size: 0.69
Lexia (n=29) Control (n=37)
ELL 2011Word Reading Raw Scores
effect size: 0.61Lexia (n=29) Control (n=37)
Title I students in the Lexia Reading group made significantly greater gains than Title I students in a control group on the gates-Macginitie Reading Test, Level BR (Beginning Reading), which measures letter-sound correspondences for consonants and vowels, and basic story words.
Moreover, Title I students in the Lexia Reading group closed the performance gap when compared at post-test to non-Title I students in the Lexia Reading group.
Macaruso, P., Hook, P. e., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading, 29, 162–172.
Closing the Gap Lexia Reading supports literacy gains among at-risk elementary students, as documented in a study published in 2006 in the Journal of Research in Reading. The study followed first graders in an urban school district in Massachusetts, where Lexia Reading was used to supplement a core, phonics-based reading program.
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Gat
es-M
acG
initi
e Mea
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CE S
core
s
Pretest Post-test
Lexia non-Title 1 63.3
Lexia Title 159.8
First GradeLexia Reading Group
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Gat
es-M
acG
initi
e M
ean
NCE
Sco
res
Pretest Post-test
Lexia Title 1 59.8
Control Title 152
First GradeTitle I Students
effect size: 0.88
Lexia (n=15) Control (n=15)
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Title I (n=15), non-Title I (n=68)
Students in the Lexia Reading group made significant gains relative to a control group on the Reading Word Attack subtest, a measure of decoding skills, from the Woodcock-Johnson® III Tests of Achievement.
A study published in 2009 in the European Journal of Special Needs Education shows the effectiveness of Lexia Reading beyond the elementary level. This study tracked the performance of sixth- and seventh-grade remedial reading students in a Utah school district, where Lexia Reading’s Strategies for Older Students supplemented intense phonics-based reading instruction.
Macaruso, P., & Rodman, A. (2009). Benefits of computer-assisted instruction for struggling read-ers in middle school. European Journal of Special Needs Education, 24, 103–113.
Helping Adolescent Readers Advance
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Woo
dcoc
k-Jo
hnso
n III
Mea
n St
anda
rd S
core
Wor
d-At
tack
Gain
s Lexia, 3.9
Middle SchoolWord Attack Gain Scores
Control, -2.4
effect size: 0.78
Lexia (n=32) Control (n=15)
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Additional Resources for educational Research/educational Technology
Institute for education Sciences – The national Center for education Research: ies.ed.gov/ncer
national Reading Panel: www.nationalreadingpanel.org
The national Assessment of educational Progress (nAeP): nces.ed.gov/nationsreportcard
Center on Instruction – Research-Based Instruction: www.centeroninstruction.org
Reading Rockets: www.readingrockets.org/research/topic/technology
About Lexia ReadingMore than one million students across the U.S. and in countries around the world use Lexia Reading.
designed as an essential component of every reading curriculum, Lexia Reading provides individualized learning and norm-referenced performance data without interrupting the flow of instruction to administer a test. This scalable, research-validated, technology-based system predicts students’ year-end performance and provides teachers with data-driven action plans to help differentiate instruction.
Lexia Reading advances reading skill
development for all students pre–K
through grade 4, and helps intensify
and accelerate learning for at-risk
students in grades 4–12.
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Lexia Learning remains committed to rigorous scientific evaluation
of its reading program and continues to work with academic
consultants, school administrators, teachers, and specialists to
study the effectiveness of Lexia Reading through ongoing
research studies.
for a closer look at the studies summarized in this document, or
for more information about Lexia Learning and its products,
please visit www.lexialearning.com or call 800-435-3942.
Committed to Research excellence
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200 Baker Avenue • Concord, MA • 01742www.lexialearning.com 800-435-3942
The Future of Reading Education™
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