![]() ![]() ![]() Just 21% of these students scored at or above proficiency level and 44% scored below a basic level in fourth grade (NCES, 2015). ![]() students from low socioeconomic status (SES) backgrounds are even more dire. As pointed out by Hernandez ( 2011), students in third grade who are still learning to read, rather than reading to learn, are likely to fall even further behind academically (Downey, von Hippel, & Broh, 2004). Department of Education’s National Center for Education Statistics ( 2015) shows that only 36% of fourth-grade students scored at or above a proficiency level on the National Assessment for Educational Proficiency. Studies have shown that when students are unable to read proficiently by the end of third grade, they usually face persistent academic struggles throughout their academic career, and such students have particularly high attrition rates in high school (Fiester, 2013). Benefits of Lexia Core5® Reading to support reading growth in elementary school students from low SES backgrounds are discussed. More than 90% of low performers who started kindergarten scoring below average on the standardized test finished second grade scoring average or better. Yet, further comparisons revealed that performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of school-based instruction to help overcome the summer slide. However, performance on the test declined significantly from the spring of one school year to the fall of the next, indicative of a substantial summer slide. During each school year the students made significant gains on a standardized reading test. These students received instruction with a blended learning program -Lexia® Core5® Reading-from the start of kindergarten through second grade. This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. ![]()
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