The benefits of computer-assisted learning for struggling readers in elementary schools in England

Maria Cockerill; Louise Tracey; Louise Elliott; Caroline Marie Fairhurst; Laura Mandefield; Imogen Fountain; Sarah Ellison; Allen Thurston; Joanne O'Keeffe

doi:10.1016/j.appdev.2024.101726

The benefits of computer-assisted learning for struggling readers in elementary schools in England

Maria Cockerill, Louise Tracey, Louise Elliott, Caroline Marie Fairhurst, Laura Mandefield, Imogen Fountain, Sarah Ellison, Allen Thurston, Joanne O'Keeffe

Health Sciences

Research output: Contribution to journal › Article › peer-review

Abstract

Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.

Original language	English
Article number	101726
Number of pages	14
Journal	Journal of Applied Developmental Psychology
Volume	95
DOIs	https://doi.org/10.1016/j.appdev.2024.101726
Publication status	Published - 24 Nov 2024

Bibliographical note

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10.1016/j.appdev.2024.101726Licence: CC BY-NC-ND

The benefits of computer-assisted learning for struggling readers in elementary schools in England
© 2024 The Authors
Final published version, 1.56 MBLicence: CC BY-NC-ND

Cite this

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title = "The benefits of computer-assisted learning for struggling readers in elementary schools in England",

abstract = "Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.",

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AU - Cockerill, Maria

AU - Tracey, Louise

AU - Elliott, Louise

AU - Fairhurst, Caroline Marie

AU - Mandefield, Laura

AU - Fountain, Imogen

AU - Ellison, Sarah

AU - Thurston, Allen

AU - O'Keeffe, Joanne

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N2 - Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.

AB - Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.

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