Lexercise Efficacy Report: Grades 2-6, 2023-2024
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| Title: | Lexercise Efficacy Report: Grades 2-6, 2023-2024 |
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| Language: | English |
| Authors: | Rachel Schechter, Maddie Lee Mason, Laura Janakiefski, Charles River Media Group, LXD Research |
| Source: | Online Submission. 2024. |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Elementary Secondary Education |
| Descriptors: | Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Elementary School Students, Literacy, Learning Processes, Blended Learning, Program Effectiveness, Intervention, Age Differences, Educational Technology, Student Characteristics, Decoding (Reading) |
| Abstract: | This study examines the usage and effectiveness of Lexercise, a hybrid reading intervention program combining weekly literacy intervention with structured independent practice, in supporting reading skill development among struggling readers. Analysis of 198 students in grades 2-6 during the 2023-2024 school year revealed strong adherence to the prescribed intervention model of weekly 45-minute structured literacy lessons supplemented by four 15-minute independent practice sessions. Results showed a significant positive correlation between total program time and decoding mastery (r = 0.64, p < 0.001), with optimal outcomes observed at 24 and 33 weeks of consistent usage. A random forest analysis identified total hours spent, months of program use, and levels completed as the strongest predictors of decoding mastery. Cluster analysis revealed three distinct learner profiles: Early Learners (younger students with moderate usage), Consistent Progressors (older students with high adherence and strong mastery), and Complex Learners (students with high-level completion but limited mastery). While younger students progressed more quickly through program levels, older students required additional time for mastery, particularly at higher levels. These findings suggest that structured, technology-enhanced reading intervention can effectively support reading skill development when implemented with fidelity, though implementation strategies may need adjustment based on learner profiles. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED664030 |
| Database: | ERIC |
| Abstract: | This study examines the usage and effectiveness of Lexercise, a hybrid reading intervention program combining weekly literacy intervention with structured independent practice, in supporting reading skill development among struggling readers. Analysis of 198 students in grades 2-6 during the 2023-2024 school year revealed strong adherence to the prescribed intervention model of weekly 45-minute structured literacy lessons supplemented by four 15-minute independent practice sessions. Results showed a significant positive correlation between total program time and decoding mastery (r = 0.64, p < 0.001), with optimal outcomes observed at 24 and 33 weeks of consistent usage. A random forest analysis identified total hours spent, months of program use, and levels completed as the strongest predictors of decoding mastery. Cluster analysis revealed three distinct learner profiles: Early Learners (younger students with moderate usage), Consistent Progressors (older students with high adherence and strong mastery), and Complex Learners (students with high-level completion but limited mastery). While younger students progressed more quickly through program levels, older students required additional time for mastery, particularly at higher levels. These findings suggest that structured, technology-enhanced reading intervention can effectively support reading skill development when implemented with fidelity, though implementation strategies may need adjustment based on learner profiles. |
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