The Effects Of The Lexia Reading Core5 Intervention Program On The Reading Achievement Of Third Grade Students
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| Author | : Maria N. Juarez-Tillery |
| Publisher | : |
| Total Pages | : 31 |
| Release | : 2015 |
| Genre | : Reading (Elementary) |
| ISBN | : |
There is no doubt that schools across the nation face the dilemma of students not reading at grade level. More than 20 years of reading reform and results remain unsatisfactory. During this study, the focus was to determine how the Lexia Reading Core5 intervention program affected the reading achievement of third grade students. Ninety-one third-grade students participated in the Lexia Reading Core5 computerized program, 3 times a week for 30 minutes each session. Students worked independently during each session with headphones and audio assistance. Assessments were administered to students prior to and after participation in the program. Results of the program were examined with the use of a paired sample t-test. The results revealed that Lexia Reading Core5 may contribute to improvement in three areas of reading (Lexile Levels, fiction, and nonfiction comprehension). However, there was no significant difference in fluency. Although, it is a promising program, there is a great need to continue with explicit and systematic instruction. In addition, students need to be exposed to other intervention opportunities for reading success.
| Author | : John F. Pane |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : |
| ISBN | : |
This report evaluates the effects of Lexia® Core5® Reading (Core5)--a product of Lexia Learning Systems--on the reading achievement of students in grades 3-5 during the 2021-2022 academic year. Core5 is a program that focuses on various student literacy skills, such as fluency, vocabulary, and comprehension. This report represents the first study in a broader effort to develop independent and rigorous research evidence about the effects of Core5 on student achievement. The authors compared the performance of students in a school district that used Core5 with similar students in similar schools across the United States that did not use Core5. The analyses estimated that students who used Core5 experienced larger reading achievement gains, on average, than their counterparts in the matched comparison group. Differences in outcomes measured in this study are likely to have been caused by Core5 use, but the methods used cannot unambiguously rule out selection bias to establish that causality. Moreover, study results might not generalize to all grades in which Core5 is offered or to all U.S. schools.
| Author | : Jenifer Bryson |
| Publisher | : |
| Total Pages | : 62 |
| Release | : 2005 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Joy Nakisha Bell |
| Publisher | : |
| Total Pages | : 182 |
| Release | : 2008 |
| Genre | : Reading |
| ISBN | : |
| Author | : Susan M. Breymaier |
| Publisher | : |
| Total Pages | : 297 |
| Release | : 2018 |
| Genre | : Educational tests and measurements |
| ISBN | : |
Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic foundational skills necessary for proficient reading. Therefore, to increase learning time and provide reading intervention for students who have not mastered basic foundational reading skills, Toledo Public Schools delivers an intense, research-based summer reading intervention program (RAISE) to third grade students who have not met the Third Grade Reading Guarantee (TGRG) by the end of the students' third grade school year. The purpose of this study is to evaluate the reading achievement of students participating in this intensive, summer reading program. Quantitative analysis is the methodology that was used in this study to determine if statistical differences existed on reading assessment scores for students who qualified for the RAISE summer program. The results of the SPSS analysis indicated that students who attended the RAISE summer program earned a slightly higher mean score, the following school year, on their spring state reading assessment than students who were identified for the RAISE program and did not participate. However, the difference was not statistically significant. The results further indicated that even though there was sufficient evidence that there may be a difference for the same student before and after participation in the RAISE summer program, for a majority of the years analyzed, the t-test mean scores were, in most cases, not high enough to meet the TGRG requirements. The results also indicated that while students who attended the RAISE summer program made mean score gains, there was no significant differences between students who attended more than 80 percent of the time and students who attended less than 80 percent of the time. Implications of this study indicate that increased learning time outside the regular school day does benefit students, however, this increased learning time needs to occur before third grade. Recommendations were made for both practice and future research, including recommendations for early childhood increased learning time programs.
| Author | : Scott G. Woolstenhulme |
| Publisher | : |
| Total Pages | : 137 |
| Release | : 2018 |
| Genre | : Elementary school teachers |
| ISBN | : |
"School districts across the country have been adopting computer adaptive instructional programs as early reading interventions. It is imperative to learn whether CAI has an effect on student reading gains and what other factors may influence its effect. This mixed methods study employed an explanatory sequential design to first evaluate the reading gains of 2nd grade students. An independent samples t test showed that 2nd grade students in 2017 who participated in the Lexia Core5 reading intervention program for at least 30 hours had significantly higher gains than their peers in the 2014, 2015, and 2016 school years. A multiple regression analysis was then used to identify what other factors may have influenced student reading gains. These factors included teacher-level factors including teacher evaluation score, teacher years of experience, and the mean percentile gain of each teacher's class, student-at risk factors, class-level factors including class size and program implementation level, and program-level factors including hours of participation and number of levels completed. Only the teacher's mean percentile gain and hours of participation were found to be statistically significant. In the qualitative phase of the study, extreme case sampling was used to identify teachers who had exceptionally high gains on the Star Reading assessment. These teachers were interviewed to learn whether they shared common beliefs or practices. An action-coding analysis of the interviews showed that teachers shared the following practices: (a) using Lexia Core 5 to differentiate reading intervention, (b) publicly celebrating students' achievement in the program, (c) collaborating as grade-level teams to provide more intensive interventions when necessary, and (d) frequently monitoring students' progress using the reports in the Lexia Core5 program."--Boise State University ScholarWorks.
| Author | : Sherron N. Brown |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
| Author | : Irene Fountas |
| Publisher | : Heinemann Educational Books |
| Total Pages | : |
| Release | : 2022-03-07 |
| Genre | : Education |
| ISBN | : 9780325092331 |
Leading for Literacy: What Every School Leader Needs to Knowis an inspiring and practical resource for all school leaders-teacher leaders, literacy coaches, school administrators, and district-level leaders. Filled with useful "look-for" tools for observing literacy teaching and reflecting upon the culture and systems of your school, Leading for Literacyhelps school leaders understand key principles of effective literacy teaching and create equitable communities of learning for all students. Leading for Literacyprovides guidance for creating a culture of collaborative professionalism, facilitating conversations about effective practice, and making high-impact decisions based on evidence and the values identified by the school team. An important resource for every school leader aiming to scale up excellence, Leading for Literacyhelps leaders create effective systems for improving the literacy outcomes of all students. With OVER 30 TOOLS to support your work, discover how to... Beginning of the book - 1. Harness the foundations of inspirational school leadership 2. Build effective teams that deliver high outcomes for all students 3. Create a common vision and shared values to create a healthy, collaborative school culture Middle of the book - 4. Implement evidence-based instructional practices 5. Observe and document student progress effectively 6. Teach English learners strategically 7. Design effective systems for intervention 8. Create high-quality book collections End of the book - 9. Harness responsibilities and opportunities as a school leader 10. Create new leadership opportunities 11. Nurture coaches and teacher leaders as important agents of change 12. Sustain and scale up systemic improvements in your district or school
| Author | : Keri Hirsch Hargrave |
| Publisher | : |
| Total Pages | : 122 |
| Release | : 2018 |
| Genre | : |
| ISBN | : |
English language learners, 21% of the student population in California (and 12% in the U.S., according to the National Center for English Language Acquisition), struggle to learn to read while learning English. These students are the fastest growing student population in the United States, and the achievement gap between them and their English-speaking counterparts is widening. In an effort to address this problem, school districts all over the nation have been utilizing reading software to support ELLs in literacy instruction. But there is little evidence to support how effective it is with helping ELLs become proficient readers. Research is needed to identify if this costly intervention is actually helping solve these challenges. This study measured the effect the Lexia Reading Core 5 software program had on eleven 3rd grade ELL students who were below grade level in reading. Data was gathered on the number of minutes the students used the software program over the course of a year. Analysis explored the relationship between their time using the software and their reading growth as shown through the two different reading assessments. The conclusion was that the amount of time these students used the reading software, in itself, did not consistently impact reading growth.
| Author | : Ginette Reeves |
| Publisher | : |
| Total Pages | : 72 |
| Release | : 2009 |
| Genre | : Reading |
| ISBN | : |
