Three-Year Longitudinal Study: Impact of a Blended Learning Program—Lexia® Core5® Reading—on Reading Gains in Low-SES Kindergarteners

Figures & data

Table 1. Instructional program implementation location and amount of use, years 1–3.

	Kindergarten	Grade 1	Grade 2
	Year 1	Year 2	Year 3
Primary location of use	Classroom	Classroom	Classroom
Number and type of devices	2-4 desktops	4-6 desktops	Approx. 15 laptops
Secondary location of use	library	library	---
Average number of weeks met use	26	34	33
Average number of minutes	2,140	2,492	2,276

Table 2. Observations for years 1–3.

	Kindergarten	Grade 1	Grade 2
	Year 1	Year 2	Year 3
Percentage of observer agreement	96% (26/27)	98% (112/114)	98% (112/114)
Percentage rated “on task”	98% (57/58)	87% (226/260)	67% (140/208)

Figure 1. Means (standard deviation bars) on GRADE over three years.

(Note: The line at the 100 mark refers to the normed mean.)

Table 3. Repeated measures ANOVA.

	Sum of squares	df	Mean square	F	p	Partial η^2
Time point	19810.571	3.471	5707.746	58.755	<.001	.467
Error	22590.596	232.545	97.145

Table 4. Means and standard deviations on the GRADE for low performers.

	Kindergarten		Grade 1		Grade 2
	Year 1		Year 2		Year 3
	Fall	Spring	Fall	Spring	Fall	Spring
Mean	78.41	97.23	85.64	102.64	90.59	97.77
SD	3.51	10.52	11.47	12.47	12.51	10.67

Table 5. Repeated measures ANOVA for low performers.

	Sum of squares	df	Mean square	F	p	Partial η^2
Time point	8821.182	2.942	2998.707	26.263	<.001	.556
Error	7053.485	61.775	114.180

Table 6. Percentage of students performing in, above, or below grade level in Core5 per grade.

	Kindergarten		Grade 1		Grade 2
	Year 1		Year 2		Year 3
	Fall	Spring	Fall	Spring	Fall	Spring
Above grade level	0%	93%	0%	82%	0%	79%
In grade level	47%	7%	65%	18%	57%	15%
Below grade level	53%	0%	35%	0%	43%	6%