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

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

^*Corresponding author for this work

School of Social Sciences, Education and Social Work

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

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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

Keywords

computer-assisted learning
reading
literacy
randomized controlled trial
implementation
socio-economic disadvantage

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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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
Copyright 2024 the authors. This is an open access article published under a Creative Commons Attribution-NonCommercial-NoDerivs License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits distribution and reproduction for non-commercial purposes, provided the author and source are cited.
Final published version, 1.55 MBLicence: CC BY-NC-ND

R2437EDU: Lexia Literacy
Thurston, A. (PI) & Cockerill, M. (CoI)
27/11/2017 → …
Project: Research

Cite this

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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

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AU - Elliott, Louise

AU - Fairhurst, Caroline

AU - Mandefield, Laura

AU - Fountain, Imogen

AU - Ellison, Sarah

AU - Thurston, Allen

AU - O'Keeffe, Joanne

PY - 2024/11/24

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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.

KW - computer-assisted learning

KW - reading

KW - literacy

KW - randomized controlled trial

KW - implementation

KW - socio-economic disadvantage

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

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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Projects

R2437EDU: Lexia Literacy

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