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ERIC Number: EJ1171714
Record Type: Journal
Publication Date: 2018-Apr
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1042-1629
Efficacy of a Blended Learning Approach to Elementary School Reading Instruction for Students Who Are English Learners
Kazakoff, Elizabeth R.; Macaruso, Paul; Hook, Pam
Educational Technology Research and Development, v66 n2 p429-449 Apr 2018
U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program ("Lexia Reading Core5"®). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are non-ELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A