Event Title

Effectiveness of Computer-Aided Instruction Program in Reading among Struggling First and Second Graders

Location

CSU Ballroom

Start Date

20-4-2015 2:00 PM

End Date

20-4-2015 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Shawna Petersen-Brown

Mentor's Email Address

shawna.petersen-brown@mnsu.edu

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Carlos Panahon

Second Mentor's Email Address

carlos.panahon@mnsu.edu

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Mary Jane Harty

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

The purpose of this study was to examine the progress of students who are struggling in reading, using the computer-assisted instruction (CAI) program Lexia. Lexia focuses on students in pre-kindergarten through fifth grade (Lexia Learning, 2013) and is an independently paced intervention that targets six key reading skills: phonological awareness, phonics, structural analysis, reading fluency, reading comprehension, and vocabulary. Students in first and second grade who are struggling in reading were recruited, and half received Lexia while the other half received an alternative school-based intervention. Students used Lexia for approximately 12 weeks. Curriculum-based measures (CBMs) in reading were used to measure progress in reading skills. Each student was assessed using CBMs at the start of the study (pretest) and the end of the study (posttest), as well once every other week during intervention. At the end of the intervention period, growth in CBMs from pretest and posttest was compared between students receiving Lexia and students receiving an alternative school-based intervention. Statistical significance of differences between groups and magnitude of difference were investigated. This poster presentation will include a discussion of how gains in reading from Lexia compare with other school-based interventions.

This document is currently not available here.

Share

COinS
 
Apr 20th, 2:00 PM Apr 20th, 3:30 PM

Effectiveness of Computer-Aided Instruction Program in Reading among Struggling First and Second Graders

CSU Ballroom

The purpose of this study was to examine the progress of students who are struggling in reading, using the computer-assisted instruction (CAI) program Lexia. Lexia focuses on students in pre-kindergarten through fifth grade (Lexia Learning, 2013) and is an independently paced intervention that targets six key reading skills: phonological awareness, phonics, structural analysis, reading fluency, reading comprehension, and vocabulary. Students in first and second grade who are struggling in reading were recruited, and half received Lexia while the other half received an alternative school-based intervention. Students used Lexia for approximately 12 weeks. Curriculum-based measures (CBMs) in reading were used to measure progress in reading skills. Each student was assessed using CBMs at the start of the study (pretest) and the end of the study (posttest), as well once every other week during intervention. At the end of the intervention period, growth in CBMs from pretest and posttest was compared between students receiving Lexia and students receiving an alternative school-based intervention. Statistical significance of differences between groups and magnitude of difference were investigated. This poster presentation will include a discussion of how gains in reading from Lexia compare with other school-based interventions.

Recommended Citation

Schlangen, Miranda. "Effectiveness of Computer-Aided Instruction Program in Reading among Struggling First and Second Graders." Undergraduate Research Symposium, Mankato, MN, April 20, 2015.
http://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/44