Cockerill, Maria, Tracey, Louise, Elliott, Louise et al. (6 more authors) (2024) The benefits of computer-assisted learning for struggling readers in elementary schools in England. Journal of Applied Developmental Psychology. 101726. ISSN 0193-3973
Abstract
Results of a randomized controlled trial in English elementary schools of Lexia Core5 Reading are presented here. The research assessed whether a computer-assisted learning program designed to improve reading outcomes for all readers, when delivered as a targeted intervention to struggling readers improves reading outcomes for these First Grade students. The program was delivered successfully across one school year. Analysis was undertaken for 620 students, from 57 participating schools with a mean average of socio-economic disadvantage above the national average. Positive Effect Sizes were observed of +0.08 overall and of +0.18 for low socio-economic status (SES) students. A larger study is warranted to ascertain generalizability to a larger population including in other grades.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Authors |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Health Sciences (York) |
Depositing User: | Pure (York) |
Date Deposited: | 14 Mar 2025 09:10 |
Last Modified: | 14 Mar 2025 09:10 |
Published Version: | https://doi.org/10.1016/j.appdev.2024.101726 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.appdev.2024.101726 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:224439 |
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Description: The benefits of computer-assisted learning for struggling readers in elementary schools in England
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