References

 

Meets WWC evidence standards

Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading, 29(2), 162–172.

Additional source:
Macaruso, P., Hook, P., & McCabe, R. (2003). The efficacy of Lexia skills-based software for improving reading comprehension. Retrieved February 4, 2009 from Lexia Learning website: http://www.lexialearning.com.au/library/source/research/revere_030912.pdf.

Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved May, 2008 from the University of South Florida website: http://purl.fcla.edu/usf/dc/et/SFE0001531. 

Meets WWC evidence standards with reservations

Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29(3), 266–287.  

Studies that fall outside the Beginning Reading protocol or do not meet WWC evidence standards

Lankutis, T. (2001). Reaching the struggling reader. Technology & Learning, 21(10), 24. This study is ineligible for review because it does not include a student outcome.

Macaruso, P., & Hook, P. (2007). Computer assisted instruction: Successful only with proper implementation. Perspectives on Language and Literacy, Summer, 43–46. This study is ineligible for review because it does not examine the effectiveness of an intervention.

Macaruso, P., Hook, P., McCabe, R., Rodman, A., & Walker, A. (2007, September). Closing the reading achievement gap. Concord, MA: Lexia Learning Systems, Inc. This study is ineligible for review because it does not examine the effectiveness of an intervention. 

Macaruso, P., & Rodman, A. (2008). Benefits of computer-assisted instruction on early literacy skills in young children. Manuscript submitted for publication in Reading and Writing Quarterly. (Preschool study). This study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol. 

Macaruso, P., & Rodman, A. (2008). Benefits of computer-assisted instruction on early literacy skills in young children. Manuscript submitted for publication in Reading and Writing Quarterly. (Kindergarten study). This study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention–there was only one unit assigned to one or both conditions.

MacLaughlin, A. I. (2003). Will a computer based phonics practice program result in higher reading and writing skills for kindergarten children? Unpublished master’s thesis, Salem State College, Salem, MA.  This study is ineligible for review because it does not use a comparison group.

Ruth, R. (1997). Remedial reading instruction using the Accelerated Learning Program. Retrieved February 27, 2009 from Lexia Learning website: http://www.lexialearning.com.au/library/source/research/robert_ruth_1997.pdf. This study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.

Stevens, D. A. (2000, March) Leveraging technology to improve test scores: A case study of low-income Hispanic students. Paper presented at the meeting of the International Conference on Learning with Technology, Cambridge, MA. This study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.