Leading for Literacy| Lexia Reading Core5 and the Association with Oral Reading Fluency in Title I Schools

• Main Author: Burnight, Brian
• Language: EN
• Published: University of South Dakota 2018
• Subjects: Educational leadership|Educational administration|Elementary education|Reading instruction
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10981590

<p> This study examined students utilizing a computer-aided reading intervention Lexia Reading Core5 and the correlation with oral reading fluency for grades second through fourth at nine Title I schools in a medium-sized urban characteristic Midwestern school district. The researcher design utilizes a quantitative methodology to gauge the changes in reading scores measured for students utilizing Lexia Reading Core5 when utilized as a Tier I or Tier II intervention. The change in the dependent variable of student oral reading fluency rates from fall to spring as measured by the Formative Assessment System for Teachers (FAST) specifically the Curriculum-Based Measure for Reading (CBMR) determined student growth. The 2,514 students involved in the study came from nine Title I elementary schools in the Heartland School District for students in grades second through fourth. The student population in the study has characteristics of a typical urban school district that is a minority-majority school district in addition to approximately 34% of students being English language learners, with 95.1% free and reduced lunch rates. Students are distributed equally between grade levels with each grade having approximately one-third of the sample students. Gender was 51.45% male and 48.55% female. </p><p> The study supports a correlation between time and proficiency growth using Lexia Reading Core5 and student growth in oral reading fluency as measured by the CMBR assessment growth. This study supports the use of computer aided adaptive reading instruction for students in need of a Tier I or Tier II reading intervention.</p><p>