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Lexercise Efficacy Report: Grades 2-6, 2023-2024

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Title: Lexercise Efficacy Report: Grades 2-6, 2023-2024
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
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Report
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  Data: Lexercise Efficacy Report: Grades 2-6, 2023-2024
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Rachel+Schechter%22&quot;&gt;Rachel Schechter&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Maddie+Lee+Mason%22&quot;&gt;Maddie Lee Mason&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Laura+Janakiefski%22&quot;&gt;Laura Janakiefski&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Charles+River+Media+Group%2C+LXD+Research%22&quot;&gt;Charles River Media Group, LXD Research&lt;/searchLink&gt;
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  Data: N
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  Data: 32
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  Data: 2024
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 &lt; 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED664030
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED664030
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
    Titles:
      – TitleFull: Lexercise Efficacy Report: Grades 2-6, 2023-2024
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            NameFull: Rachel Schechter
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            NameFull: Maddie Lee Mason
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            NameFull: Laura Janakiefski
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              M: 12
              Type: published
              Y: 2024
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            – TitleFull: Online Submission
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