Lexia Core5 Reading
Study: Wilkes et al. (2016)

Summary

Lexia© Core5© Reading is a technology-based program that accelerates the development of fundamental literacy skills for students. Core5 was designed for students of all abilities in grades pre-K-5. Following a rigorous scope and sequence, Core5 provides explicit, systematic instruction through personalized learning paths in the areas of phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension. Core5 adapts with student performance, targeting skill gaps as they emerge, and equipping teachers with the data and instructional resources they need to personalize instruction for every student. Embedded assessment technology predicts students’ year-end performance and provides ongoing norm-referenced and actionable data to help teachers prioritize and plan instruction with the offline instructional materials. The online student dashboard encourages students to set goals and take ownership of their learning. Core5 can be used by classroom teachers, trained paraprofessionals, and specialists in a variety of onsite and virtual settings. Core5 is most commonly implemented in classroom rotation, computer lab rotation, and 1:1 blended learning models. Because Core5 includes both an online component and prescribed offline resources based on student performance, teachers are empowered to provide students the direct instruction or independent practice they need, creating a true blended learning experience in their classroom. Intended use for the program includes schools and districts that need to: ● prepare students for early literacy requirements; ● support the development of advanced literacy skills in upper elementary students; ● close opportunity or achievement gaps for struggling and non-proficient readers; ● support teacher effectiveness; or ● support English learners in acquiring fundamental literacy skills.

Target Grades:
K, 1, 2, 3, 4, 5
Target Populations:
  • Students with learning disabilities
  • English language learners
  • Any student at risk for academic failure
  • Other: Students working on or above grade level
Area(s) of Focus:
  • Print knowledge/awareness
  • Alphabet knowledge
  • Phonological awareness
  • Early decoding abilities
  • Expressive and receptive vocabulary
  • Grammar
  • Syntax
  • Listening comprehension
  • Phonological awareness
  • Phonics/word study
  • Comprehension
  • Fluency
  • Vocabulary
  • Spelling
  • Other: Structural Analysis
  • Spelling
  • Sentence construction
  • Planning and revising
Where to Obtain:
Lexia Learning Systems
200 Baker Avenue Ext Concord, MA 01742
800-435-3942
www.lexialearning.com
Initial Cost:
$40.00 per student
Replacement Cost:
$40.00 per student per year

Core5 is sold on an annual, per student or school wide license basis, also giving students access to Core5 Reading. The cost is $40 per student, for less than 250 students, and the price reduces for larger implementations. Included with the purchase are implementation training and professional development with Learning Now videos and a variety of teacher resources to provide continual learning and guidance for teachers using the program. Additionally, Educator Resources, including guides and manuals, supplementary materials, and a variety of school-to-home documents to support families are included. Additional professional development and training opportunities are available for purchase and Lexia offers a variety of eLearning, school-level, and district-level partnerships to support all stakeholders to implement Core5 with fidelity. A computer or tablet with internet access is required for use. Headphones are also recommended, but not required, for use in a classroom setting.

Staff Qualified to Administer Include:
  • Special Education Teacher
  • General Education Teacher
  • Reading Specialist
  • Math Specialist
  • EL Specialist
  • Interventionist
  • Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
  • Paraprofessional
  • Other: We have found that the program works best when a number of adults are involved - all of the individuals that typically support the student's reading growth.
Training Requirements:
1-4 hours of initial training, with additional advanced trainings also available

The format of Lexia’s training includes both asynchronous and synchronous training offerings. Training on Demand videos and interactive modules are available 24/7. Additionally, our customer support has online resources that are available 24/7 as well as live support via a toll-free number Monday through Friday 8am-6pm EST, except for holidays. On demand resources also include guides and manuals, supplementary materials, and a variety of school-to-home documents to support families. Lexia’s Learning Now videos and a variety of teacher resources are included with purchase to provide continual learning and guidance for teachers implementing Core5. These videos provide an overview of Core5’s instructional model, instructional resources, and reports, and include best practices for beginning the school year, as well as for student use of the program at home. In-person or live virtual training is also available to support educators in becoming comfortable and confident in using Lexia’s data and resources to help address student skill gaps and improve reading performance. The Lexia standard and customized professional learning offerings provide flexible and personalized pathways to meet the diverse learning needs of new and experienced adult users. These Customer Success partnerships are available in a variety of formats and cadences to address educator, school, and district level needs.


Based on extensive knowledge and experience developing literacy programs, teacher manuals, and instructional materials since Lexia’s founding in 1984, Core5’s training manuals were developed from Lexia’s tested approach and continue to evolve to support teachers and students. Training materials and support services were refined over many years and cover all of the instructional information that most teachers and administrators required. Ongoing feedback is gathered, including survey data at the end of each training session to refine training content and offerings. Lexia has also conducted research studies documenting that support from a Customer Success package is associated with higher levels of student fidelity, leading to stronger overall gains. Educator manuals and guides are updated each summer in response to any feature changes in the program. Additionally, Lexia maintains an Educator Resources hub for customers and a Help Center that are continuously updated and expanding to include new topics that have arisen from our field-based team and customers .

Access to Technical Support:
Lexia has developed a variety of Implementation Success Partnership Models to meet the diverse needs of districts and schools as they grow their skills in delivering blended learning reading instruction. The Lexia team of implementation experts will partner with your district and school leadership teams to develop a year-long, personalized implementation plan focused on increasing student reading performance by enhancing leaders’ and teachers’ comfort, skill, and ability to use Lexia’s data and targeted resources to uncover and address student skill deficits. Available to all customers: ● Customer Service Support: available via myLexia chat, email or telephone ● Onboarding Tools: admin and teacher welcome email includes links to: Online Professional Learning Guide, Teacher’s Manuals, Learning Now videos, ● Teacher Resources Hub: various supplemental resources: flashcards, writing prompts, comprehension passages, graphic organizers, certificates, lesson checklists, and more ● Learning Now: videos that provide quick, targeted background knowledge/support ● Help Center: searchable database of common questions and how-tos Additional available services: District Level Partnerships: The Lexia District Level Partnership ensures that the capacity of district stakeholders are appropriately supported so that long-term achievement can be sustained over time. The Lexia team focuses on helping the district receive maximum impact from their investment while helping the district build internal capacity. School Level Partnerships: Lexia believes that strong building level leadership teams are essential to creating and sustaining the successful implementation of any initiative. Therefore, onsite and virtual school level support packages include a dedicated Success Manager who facilitates the following virtual conversations: ● Success Planning Meeting to set goals and develop an implementation plan ● Two (2) Success Metrics Data Review Meetings to review goals, analyze data and plan ● End of Year Review to review progress, reflect on successes and opportunities for growth School Level Educator Support: Lexia believes that educators are lifelong learners always seeking to improve their practice. The Implementation Team provides professional learning sessions and tools to support educators in becoming comfortable and confident in using Lexia’s data and resources to help address student skill gaps and improve reading performance. The Lexia standard and customized professional learning offerings provide flexible and personalized pathways to meet the diverse learning needs of new and experienced adult users. Standard onsite or virtual professional learning sessions include: ● Launch: Overview of the student program, myLexia’s Data Reportst, and Key Resources ● Data Coaching: Using Data to Make Educational Decisions ● Instructional Materials: An In-Depth Look at Lexia’s Offline Resources and How to Use Them Technical Support Contact Information for all customers: Online Technical information Help Center: https://help.lexialearning.com/s/technical-info Contact Support; https://help.lexialearning.com/s/contact Call Support: 1-800-507-2772
Recommended Administration Formats Include:
  • Individual students
  • Small group of students
Minimum Number of Minutes Per Session:
20
Minimum Number of Sessions Per Week:
1
Minimum Number of Weeks:
20
Detailed Implementation Manual or Instructions Available:
Yes
Is Technology Required?
  • Computer or tablet
  • Internet connection

Program Information

Descriptive Information

Please provide a description of program, including intended use:

Lexia© Core5© Reading is a technology-based program that accelerates the development of fundamental literacy skills for students. Core5 was designed for students of all abilities in grades pre-K-5. Following a rigorous scope and sequence, Core5 provides explicit, systematic instruction through personalized learning paths in the areas of phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension. Core5 adapts with student performance, targeting skill gaps as they emerge, and equipping teachers with the data and instructional resources they need to personalize instruction for every student. Embedded assessment technology predicts students’ year-end performance and provides ongoing norm-referenced and actionable data to help teachers prioritize and plan instruction with the offline instructional materials. The online student dashboard encourages students to set goals and take ownership of their learning. Core5 can be used by classroom teachers, trained paraprofessionals, and specialists in a variety of onsite and virtual settings. Core5 is most commonly implemented in classroom rotation, computer lab rotation, and 1:1 blended learning models. Because Core5 includes both an online component and prescribed offline resources based on student performance, teachers are empowered to provide students the direct instruction or independent practice they need, creating a true blended learning experience in their classroom. Intended use for the program includes schools and districts that need to: ● prepare students for early literacy requirements; ● support the development of advanced literacy skills in upper elementary students; ● close opportunity or achievement gaps for struggling and non-proficient readers; ● support teacher effectiveness; or ● support English learners in acquiring fundamental literacy skills.

The program is intended for use in the following age(s) and/or grade(s).

not selected Age 0-3
not selected Age 3-5
selected Kindergarten
selected First grade
selected Second grade
selected Third grade
selected Fourth grade
selected Fifth grade
not selected Sixth grade
not selected Seventh grade
not selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelth grade


The program is intended for use with the following groups.

not selected Students with disabilities only
selected Students with learning disabilities
not selected Students with intellectual disabilities
not selected Students with emotional or behavioral disabilities
selected English language learners
selected Any student at risk for academic failure
not selected Any student at risk for emotional and/or behavioral difficulties
selected Other
If other, please describe:
Students working on or above grade level

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

selected Print knowledge/awareness
selected Alphabet knowledge
selected Phonological awareness
not selected Phonological awarenessEarly writing
selected Early decoding abilities
not selected Other

If other, please describe:

Language

selected Expressive and receptive vocabulary
selected Grammar
selected Syntax
selected Listening comprehension
not selected Other
If other, please describe:

Reading

selected Phonological awareness
selected Phonics/word study
selected Comprehension
selected Fluency
selected Vocabulary
selected Spelling
selected Other
If other, please describe:
Structural Analysis

Mathematics

not selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
not selected Other
If other, please describe:

Writing

not selected Handwriting
selected Spelling
selected Sentence construction
selected Planning and revising
not selected Other
If other, please describe:

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

not selected Physical Aggression
not selected Verbal Threats
not selected Property Destruction
not selected Noncompliance
not selected High Levels of Disengagement
not selected Disruptive Behavior
not selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

not selected Depression
not selected Anxiety
not selected Social Difficulties (e.g., withdrawal)
not selected School Phobia
not selected Other
If other, please describe:

Acquisition and cost information

Where to obtain:

Address
200 Baker Avenue Ext Concord, MA 01742
Phone Number
800-435-3942
Website
www.lexialearning.com

Initial cost for implementing program:

Cost
$40.00
Unit of cost
student

Replacement cost per unit for subsequent use:

Cost
$40.00
Unit of cost
student
Duration of license
year

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Core5 is sold on an annual, per student or school wide license basis, also giving students access to Core5 Reading. The cost is $40 per student, for less than 250 students, and the price reduces for larger implementations. Included with the purchase are implementation training and professional development with Learning Now videos and a variety of teacher resources to provide continual learning and guidance for teachers using the program. Additionally, Educator Resources, including guides and manuals, supplementary materials, and a variety of school-to-home documents to support families are included. Additional professional development and training opportunities are available for purchase and Lexia offers a variety of eLearning, school-level, and district-level partnerships to support all stakeholders to implement Core5 with fidelity. A computer or tablet with internet access is required for use. Headphones are also recommended, but not required, for use in a classroom setting.

Program Specifications

Setting for which the program is designed.

selected Individual students
selected Small group of students
not selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

  

Program administration time

Minimum number of minutes per session
20
Minimum number of sessions per week
1
Minimum number of weeks
20
not selected N/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:

Does the program include highly specified teacher manuals or step by step instructions for implementation?
Yes

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
Yes

If yes, what technology is required to implement your program?
selected Computer or tablet
selected Internet connection
not selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
The Core5 program requires a web-enabled device, such as a desktop computer, laptop, or tablet (7 inches or more – IOS or Andriod). The online component is conducted independently, with one student per device. Reporting on the embedded assessment can be accessed through a web-browser on any device, or through our IOS app myLexia (versions for iPad, iPhone, and Apple Watch). Small group instruction does not require anything more than the printed lesson and pedagogical materials (e.g., picture cards, letter tiles, crayons). If the teacher wishes, however, s/he could view the scripted part of the lesson on a tablet and only print the sheets that require student manipulation. (Core5 technical setup guide: Sample Lessons and Skill Builders: http://lexialearning.com/lrtraining/Core5_LLSB_Sampler_FINAL.pdf; Reports overview: http://lexialearning.com/uploads/page-body/Core5_Reports_Flyer_0814_LTR-F-P.pdf )

Training

How many people are needed to implement the program ?
1

Is training for the instructor or interventionist required?
Yes
If yes, is the necessary training free or at-cost?
Free

Describe the time required for instructor or interventionist training:
1-4 hours of initial training, with additional advanced trainings also available

Describe the format and content of the instructor or interventionist training:
The format of Lexia’s training includes both asynchronous and synchronous training offerings. Training on Demand videos and interactive modules are available 24/7. Additionally, our customer support has online resources that are available 24/7 as well as live support via a toll-free number Monday through Friday 8am-6pm EST, except for holidays. On demand resources also include guides and manuals, supplementary materials, and a variety of school-to-home documents to support families. Lexia’s Learning Now videos and a variety of teacher resources are included with purchase to provide continual learning and guidance for teachers implementing Core5. These videos provide an overview of Core5’s instructional model, instructional resources, and reports, and include best practices for beginning the school year, as well as for student use of the program at home. In-person or live virtual training is also available to support educators in becoming comfortable and confident in using Lexia’s data and resources to help address student skill gaps and improve reading performance. The Lexia standard and customized professional learning offerings provide flexible and personalized pathways to meet the diverse learning needs of new and experienced adult users. These Customer Success partnerships are available in a variety of formats and cadences to address educator, school, and district level needs.

What types or professionals are qualified to administer your program?

selected Special Education Teacher
selected General Education Teacher
selected Reading Specialist
selected Math Specialist
selected EL Specialist
selected Interventionist
selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
not selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
selected Paraprofessional
selected Other

If other, please describe:

We have found that the program works best when a number of adults are involved - all of the individuals that typically support the student's reading growth.
Does the program assume that the instructor or interventionist has expertise in a given area?
No   

If yes, please describe: 


Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
Based on extensive knowledge and experience developing literacy programs, teacher manuals, and instructional materials since Lexia’s founding in 1984, Core5’s training manuals were developed from Lexia’s tested approach and continue to evolve to support teachers and students. Training materials and support services were refined over many years and cover all of the instructional information that most teachers and administrators required. Ongoing feedback is gathered, including survey data at the end of each training session to refine training content and offerings. Lexia has also conducted research studies documenting that support from a Customer Success package is associated with higher levels of student fidelity, leading to stronger overall gains. Educator manuals and guides are updated each summer in response to any feature changes in the program. Additionally, Lexia maintains an Educator Resources hub for customers and a Help Center that are continuously updated and expanding to include new topics that have arisen from our field-based team and customers .

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
Yes

Can practitioners obtain ongoing professional and technical support?
Yes

If yes, please specify where/how practitioners can obtain support:

Lexia has developed a variety of Implementation Success Partnership Models to meet the diverse needs of districts and schools as they grow their skills in delivering blended learning reading instruction. The Lexia team of implementation experts will partner with your district and school leadership teams to develop a year-long, personalized implementation plan focused on increasing student reading performance by enhancing leaders’ and teachers’ comfort, skill, and ability to use Lexia’s data and targeted resources to uncover and address student skill deficits. Available to all customers: ● Customer Service Support: available via myLexia chat, email or telephone ● Onboarding Tools: admin and teacher welcome email includes links to: Online Professional Learning Guide, Teacher’s Manuals, Learning Now videos, ● Teacher Resources Hub: various supplemental resources: flashcards, writing prompts, comprehension passages, graphic organizers, certificates, lesson checklists, and more ● Learning Now: videos that provide quick, targeted background knowledge/support ● Help Center: searchable database of common questions and how-tos Additional available services: District Level Partnerships: The Lexia District Level Partnership ensures that the capacity of district stakeholders are appropriately supported so that long-term achievement can be sustained over time. The Lexia team focuses on helping the district receive maximum impact from their investment while helping the district build internal capacity. School Level Partnerships: Lexia believes that strong building level leadership teams are essential to creating and sustaining the successful implementation of any initiative. Therefore, onsite and virtual school level support packages include a dedicated Success Manager who facilitates the following virtual conversations: ● Success Planning Meeting to set goals and develop an implementation plan ● Two (2) Success Metrics Data Review Meetings to review goals, analyze data and plan ● End of Year Review to review progress, reflect on successes and opportunities for growth School Level Educator Support: Lexia believes that educators are lifelong learners always seeking to improve their practice. The Implementation Team provides professional learning sessions and tools to support educators in becoming comfortable and confident in using Lexia’s data and resources to help address student skill gaps and improve reading performance. The Lexia standard and customized professional learning offerings provide flexible and personalized pathways to meet the diverse learning needs of new and experienced adult users. Standard onsite or virtual professional learning sessions include: ● Launch: Overview of the student program, myLexia’s Data Reportst, and Key Resources ● Data Coaching: Using Data to Make Educational Decisions ● Instructional Materials: An In-Depth Look at Lexia’s Offline Resources and How to Use Them Technical Support Contact Information for all customers: Online Technical information Help Center: https://help.lexialearning.com/s/technical-info Contact Support; https://help.lexialearning.com/s/contact Call Support: 1-800-507-2772

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

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.

 

Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266-287.

 

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.

Schechter, R., Macaruso, P., Kazakoff, E.R., & Brooke, E. (2015). Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades, Computers in the Schools, 32:3-4, 183-200.

 

O’Callaghan, P., McIvor, A., McVeigh, C., & Rushe, T. (2016). A randomized controlled trial of an early intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children. British Journal of Educational Psychology, 86, 546–558.

 

Wilkes, S., Macaruso, P., Kazakoff, E. & Albert, J. (2016). Exploration of a Blended Learning Approach to Reading Instruction in Second Grade. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 822-827). Association for the Advancement of Computing in Education (AACE). Vancouver, B.C.

 

Macaruso, P., Wilkes, S., & Prescott J.E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development. doi:10.1007/s11423-020-09785-2.

Study Information

Study Citations

Wilkes, S., Macaruso, P., Kazakoff, E. & Albert, J. (2016). Exploration of a Blended Learning Approach to Reading Instruction in Second Grade.. Proceedings of EdMedia: World Conference on Educational Media and Technology 2016, () 822-827.

Participants Full Bobble

Describe how students were selected to participate in the study:
Students were selected to participate in this study because they were attending an elementary school receiving Title I funding, which is provided to schools with a high percentage of students from low socioeconomic status (SES) households. Students from low SES households are at risk for academic failure. The funds are provided to support the academic growth of these students.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
More than 90% of the students attending the school in the study come from low SES households. In addition, more than 95% of the students in the school are Hispanic and more than 75% are English Learners. These demographic characteristics are all considered at-risk factors for academic failure.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Specify which condition is the submitted intervention:
Students attending two second grade classes receiving Lexia Core5 Reading as part of their ELA instruction constituted the intervention group.

Specify which condition is the control condition:
Students attending one second grade class receiving business-as-usual ELA instruction constituted the control group.

If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):

Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

Grade Level

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
Age less than 1
Age 1
Age 2
Age 3
Age 4
Age 5
Kindergarten
Grade 1
Grade 2 100.0% 100.0% 0.00
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

Race–Ethnicity

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
African American
American Indian
Asian/Pacific Islander
Hispanic
White
Other

Socioeconomic Status

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
Subsidized Lunch
No Subsidized Lunch

Disability Status

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
Speech-Language Impairments
Learning Disabilities
Behavior Disorders
Emotional Disturbance
Intellectual Disabilities
Other
Not Identified With a Disability

ELL Status

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
English Language Learner
Not English Language Learner

Gender

Demographic Program
Number		 Control
Number		 Effect Size: Cox Index
for Binary Differences
Female
Male

Mean Effect Size

0.00

For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.

Design Half Bobble

What method was used to determine students' placement in treatment/control groups?
Random
Please describe the assignment method or the process for defining treatment/comparison groups.

What was the unit of assignment?
Teachers
If other, please specify:

Please describe the unit of assignment:

What unit(s) were used for primary data analysis?
not selected Schools
not selected Teachers
selected Students
not selected Classes
not selected Other
If other, please specify:

Please describe the unit(s) used for primary data analysis:

Fidelity of Implementation Half Bobble

How was the program delivered?
selected Individually
not selected Small Group
not selected Classroom

If small group, answer the following:

Average group size
Minimum group size
Maximum group size

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Weeks
16.00
Sessions per week
5.00
Duration of sessions in minutes
15.00
What were the background, experience, training, and ongoing support of the instructors or interventionists?
Teachers in the intervention and control classes were considered to be highly qualified. The two intervention teachers had more than 10 years of teaching experience and the control teacher had over 15 years of teaching experience. Training and ongoing support for the teachers were provided in the manner consistent with the description of the Lexia Core5 Reading program.

Describe when and how fidelity of treatment information was obtained.
The principal, an instructional specialist, and district administrators observed intervention to monitor fidelity of ELA instruction, including Core5 use. As a further measure of implementation fidelity, online usage of Core5 was monitored over the 16-week intervention period.

What were the results on the fidelity-of-treatment implementation measure?
All students in the intervention classes met their weekly recommended minutes of Lexia Core5 Reading use for a minimum of 10 weeks.

Was the fidelity measure also used in control classrooms?
The principal, an instructional specialist, and district administrators also monitored the fidelity of ELA instruction in the control class.

Measures and Results

Measures Targeted : Dash
Measures Broader : Full Bobble
Targeted Measure Reverse Coded? Reliability Relevance Exposure
Broader Measure Reverse Coded? Reliability Relevance Exposure
Administrative Data Measure Reverse Coded? Relevance

Targeted Measures (Full Sample)

Measure Sample Type Effect Size
Average across all targeted measures Full Sample --
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.

Broader Measures (Full Sample)

Measure Sample Type Effect Size
Average across all broader measures Full Sample --
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.

Administrative Measures (Full Sample)

Measure Sample Type Effect Size
Average across all admin measures Full Sample --
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.

Targeted Measures (Subgroups)

Measure Sample Type Effect Size
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.

Broader Measures (Subgroups)

Measure Sample Type Effect Size
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.

Administrative Measures (Subgroups)

Measure Sample Type Effect Size
* = p ≤ 0.05; † = Vendor did not provide necessary data for NCII to calculate effect sizes.
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
Please explain any missing data or instances of measures with incomplete pre- or post-test data.
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
Describe the analyses used to determine whether the intervention produced changes in student outcomes:
An analysis of covariance was conducted to determine if there was a significant difference in posttest DORF scores, using pretest DORF scores as covariates.

Additional Research

Is the program reviewed by WWC or E-ESSA?
WWC & E-ESSA
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

Beginning Readers Protocol

Effectiveness: Lexia Reading was found to have potentially positive effects on alphabetics, no discernible effects on fluency, potentially positive effects on comprehension, and no discernible effects on general reading achievement.

Studies Reviewed: 3 studies meet standards out of 4 studies total

Full Report

Evidence for ESSA

Program Outcomes: Three studies evaluated Lexia® Core5® Reading, all of which had positive outcomes but were not significant at the school level. There were significant effects at the student level, however, qualifying Core 5 for the ESSA “Promising” category.

Number of Studies: 3

Average Effect Size: 0.28

Full Report

 

How many additional research studies are potentially eligible for NCII review?
3
Citations for Additional Research Studies :

Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved May, 2008 from the University of South Florida website: http://purl.fcla.edu/usf/dc/et/SFE0001531(link is external).

Macaruso, P. & Rodman, A. (2011). Benefits of computer-assisted instruction to support reading acquisition in English Language Learners. Bilingual Research Journal, 34, 301-315.

McMurray, S. (2013). An evaluation of the use of Lexia Reading software with children in Year 3, Northern Ireland (6‐to 7‐year olds). Journal of Research in Special Educational Needs, 13(1), 15-25.

Data Collection Practices

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Summary

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Evidence Base

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Additional Research

Data Collection Practices