Our World Begins with Reading Robert McCabe Vice President and Chief Education Officer Lexia Learning Systems, Inc.

Our World Begins with Reading Lexia Company History Founded in 1984 Federal Grants from National Institute of Child Health and Human Development (NICHD) Computerize the Orton-Gillingham pedagogy of reading instruction Over 20 years building reading software

Our World Begins with Reading Beneficial Characteristics of CAI in Published Studies Well suited for individualized supplementary instruction. Activities can be intrinsically motivating. Computers provide explicit training. Consistent fidelity of treatment Computer assisted instruction has improved accurate word reading. Speeds up skill acquisition Extends teacher resources

Our World Begins with Reading Specific Attributes of Lexia CAI Excellent practice to reinforce specific skills Sequenced, systematic and structured (OG) Independent, differentiated and appropriate Provides for the needs of at-risk and advanced students. Compatible with either a centers or lab model Balances strengths and weaknesses of the child Balances strengths and weaknesses of the curriculum.

Our World Begins with Reading Lexia Research Resources Journal of Research in Reading, Volume 29, Issue 2, Title I study. Reading Psychology, Kindergarten study. Implementation Study, manuscript in preparation. Lexia Best Practices white paper Leveraging Technology... – paper presented at conference. Boston Public Schools Evaluation, 2004.

Our World Begins with Reading Characteristics of Success - Reading Instruction in K-3 Early Intervention Differentiated Instruction Small Group Instruction Ability Grouping Decoding and Encoding Modeling and Scaffolding

Our World Begins with Reading Research Requirements Treatment and control groups Pre- and post-testing using standardized measures Equated groups on pretest scores Sufficient implementation over school year

Our World Begins with Reading Close to 50% non- Caucasian/Bilingual Over 50% qualify for free or reduced lunch District wide participation Kindergarten-third grade sample 45 classes 812 total students

Our World Begins with Reading Assessment Tool Gates-MacGinitie Reading Test Kindergarten (Level PR) – phonological awareness, letter-sound correspondences, listening comprehension First grade (Level BR) – letter-sound correspondences, basic story words Second grade (Level 2) – word decoding, reading vocabulary, reading comprehension Third grade (Level 3) – reading vocabulary, reading comprehension

Our World Begins with Reading Kindergarten Study 3 treatment, 3 control classes Lexia Early Reading Matched classes – same teacher, classroom, and curriculum

Our World Begins with Reading Kindergarten Results All children Low performers

Our World Begins with Reading New Publication Update! The Kindergarten Manuscript has been accepted for publication in Reading Psychology: An International Quarterly

Our World Begins with Reading First Grade Study 5 treatment, 5 control classes 83 students in treatment group, 84 students in control group Subanalysis – Title I (15 students in treatment group, 15 students in control group)

Our World Begins with Reading First Grade Results Title I StudentsLexia Students

Our World Begins with Reading Grade 1 Average Comprehension Gain Score (By School Building) Gates MacGinitie Standard Change Score

Our World Begins with Reading Lexias UK Published Research Title 1 findings appear in the Journal of Research in Reading v29 (2), May 2006 The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students

Our World Begins with Reading Second Grade Study 7 treatment, 4 control classes Students in two groups matched on pretest scores – 41 students in each group

Our World Begins with Reading Second Grade Results Decoding Subtest

Our World Begins with Reading Third Grade Study 13 treatment, 5 control classes Lower performers only 46 students in treatment group, 65 students in control group

Our World Begins with Reading Third Grade Results Reading Comprehension Subtest

Our World Begins with Reading Lexia Middle School Study 3 remedial reading classes: 47 subjects, two treatment classes, one control class (31 SPED students) Identical instruction plus Lexia Strategies for Older Students in treatment classes (50 sessions avg.) Woodcock Johnson III assessment tool Pre-test determined two Lexia groups: Extremely Low Group (pre-test 80)

Our World Begins with Reading Word-Attack Subtest - WJIII Comparison of Treatment Students with Very-Low Pretest Scores and Control Students

Our World Begins with Reading Passage Comprehension Subtest Comparison of Treatment Students with Low-Average Pretest Scores and Control Students

Our World Begins with Reading Data Driven Results Lexia contributed to reading gains in grades K - 3 and middle school Gains most evident for low performers Results are consistent with published data Teachers support the use of the programs

Our World Begins with Reading Best Practices and Implementation Tips* *You have the details in your handout

Our World Begins with Reading Frequency and Duration of Use 4 to 5 times a week Kindergarten: Everybody benefits Grades 1-3: Student performance drives your implementation Grades 4 and above: Intensive remediation, English language learners

Our World Begins with Reading High Benefit Students Low pre-test scores High user sessions High gain scores

Our World Begins with Reading Scheduling Use Time on task Lexia and the language arts block Targeted implementation What are you using your technology for?

Our World Begins with Reading Class Versus Lab Use Class use characteristics Lab use characteristics

Our World Begins with Reading Research and Resources Questions?