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

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Title: The benefits of computer-assisted learning for struggling readers in elementary schools in England.
Authors: Cockerill, Maria1 (AUTHOR) maria.cockerill@qub.ac.uk, Tracey, Louise2 (AUTHOR), Elliott, Louise3 (AUTHOR), Fairhurst, Caroline3 (AUTHOR), Mandefield, Laura3 (AUTHOR), Fountain, Imogen3 (AUTHOR), Ellison, Sarah4 (AUTHOR), Thurston, Allen1 (AUTHOR), O'Keeffe, Joanne1 (AUTHOR)
Source: Journal of Applied Developmental Psychology. Nov2024, Vol. 95, pN.PAG-N.PAG. 1p.
Subject Terms: *Computer assisted instruction, *Struggling readers, *First grade (Education), *Socioeconomic status, Randomized controlled trials
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. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:01933973
DOI:10.1016/j.appdev.2024.101726