WWC review of this study

Comparing Technology-Based Reading Intervention Programs in Rural Settings

Stein, B. N., Solomon, B. G., Kitterman, C., Enos, D., Banks, E., & Villanueva, S. (2021). The Journal of Special Education, 00224669211014168. https://journals.sagepub.com/doi/abs/10.1177/00224669211014168

  • Randomized Controlled Trial
     examining 
    46
     Students
    , grades
    1-4

Reviewed: November 2021

No statistically significant positive
findings
Meets WWC standards without reservations
Alphabetics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Basic Reading - Woodcock-Johnson Tests of Achievement IV

Lexia Reading vs. Business as usual

0 Days

Lexia vs BAU;
46 students

90.26

87.87

No

--
General Literacy Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Broad Reading - Woodcock-Johnson Tests of Achievement IV

Lexia Reading vs. Business as usual

0 Days

Lexia vs BAU;
46 students

83.43

79.91

No

--
Reading fluency outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Fastbridge readingCBM

Lexia Reading vs. Business as usual

0 Days

Lexia vs BAU;
46 students

74.61

73.48

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 52%
    Male: 48%

  • Rural
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    Midwest
  • Race
    Black
    2%
    Native American
    25%
    Other or unknown
    4%
    White
    69%

Setting

The study took place in one public elementary school located in a rural midwestern state.

Study sample

Forty-eight percent of the students were male, 25 percent were American Indian, 2 percent were African American, 69 percent were Caucasian, and 4 percent identified as "other" or multiethnic. Sixty-one percent received free or reduced-price lunch.

Intervention Group

Lexia is an integrated learning system that provides individual instruction and practice to students using an electronic device. Lexia includes a pre-assessment that places students at the appropriate level, formative adaptive testing, and extension exercises for students who are nonresponsive. Lexia organizes instruction around six thematic strands including: phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension. Difficulty increases as the students move to higher levels and sets of activities. The program can also offer recommendations for extended time on the follow-up activities, and will generate class and student progress reports.

Comparison Group

The comparison condition received instruction with no supplemental activities as usual.

Support for implementation

A staff member from the school received training to serve as the primary interventionist or reading specialist.

 

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