Title of Study:  The Efficacy of Computer-Based Supplementary Phonics Programs for Advancing Reading Skills in At-Risk Elementary Students

Author(s): Paul Macaruso, Pamela E. Hook, Robert McCabe

Summary:
This study examines the benefits of instructional software designed to supplement regular reading instruction in the first grade in an urban public school district.  The intervention programs used in the study are Phonics Based Reading and Strategies for Older Students from Lexia Learning Systems.

Sponsoring entity(s): Lexia Learning Systems

Date conducted: 2006

Location of the study: This article was published in the Journal of Research in Reading, Volume 29(2), 2006, pp. 162-172.  This study can be accessed through the Lexia Learning website.

Setting(s) addressed:

• Classroom

Targeted population(s):

• First grade students

Primary sources of evidence used in the study or report:

• Gates-MacGinitie Reading Test was used for pre- and post-test
• Teacher survey

Primary Technology Application(s) Addressed:

• Instructional software

Major education topic(s) addressed:

• Reading

Major findings/conclusions:

• Overall, the reading gains made by students using the instructional software were slightly, but not significantly, higher than those of control students receiving similar instruction without the software.
• Among children eligible for Title I services, the reading gains made by students using the instructional software were significantly higher than those of control students.
• The post-test performance of Title I students using the software was similar to non-Title I students.  Title I control students performed significantly below the non-Title I control students on the post-test.

Practical implications of the findings:

• Title I students scored lower than non-Title I students on the pre-test.  Title I students using the Lexia supplemental software almost closed the gap within the 6-month study period.  Title I students not using the software maintained the gap.
• There was a positive correlation between the number of units Title I students completed with the software and the gain in reading scores.
• Teachers felt students were motivated by  the software, were able to use the software independently and to progress at their own rate.

Reviewer Comments:
This study was carefully designed to match treatment and control groups of students and teachers.  The study analyzed results for identifiable subgroups of students, but excluded special education students because of unequal numbers of students in treatment and control groups.