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.
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.
https://cornerstone.lib.mnsu.edu/urs/2015/poster_session_B/44
