Elementary school–wide implementation of a blended learning program for reading intervention

ABSTRACT

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.

KEYWORDS:

• Blended learning
• elementary
• English learners
• reading
• title I

Conflict of interest disclosure

This submission evaluates the effectiveness of a commercial product. Three authors of this paper are employed by Lexia Learning, a Rosetta Stone® Company, and one serves as a paid consultant and is employed by Community College of Rhode Island. None of the researchers receives commission on sales of the products. Teachers and school personnel carried out the implementation of the program.

Acknowledgments

The authors would like to acknowledge the students, educators, and administrators who participated in this study; assessment graders (Betty DaCosta, Carla Bisbano, Jessica Bergen, Elizabeth Shea, and Sara Clark); the data entry team; and those who reviewed prior versions of this manuscript (including Rachel Schechter and Liz Brooke).