Using the Lexia Basic Reading Software Program as a Wave 3 Intervention
Why Lexia as a Wave 3 intervention?
Lexia was chosen as a Wave 3 intervention because of:
- Claims of success and rapid progress in reading skills.
- It requires limited adult intervention. Involved adults did need to give initial training on using the program and also some reinforcement and teaching of certain units. The adult role is mainly one of overseeing and monitoring the program.
- The students work independently at their own level receiving an individualised learning program.
- Progress is monitored and detailed records which can be printed so that teacher records of pupil progress can be maintained.
- It provides practice in decoding skills, early comprehension skills and keyboard skills.
- It links in with National Curriculum and the Literacy Hour.
Implementation
- Seven schools signed up to trial the software having seen a presentation of the program at a Primary SENCO Forum.
- From these seven schools, there were a total of 44 students ranging from Y2 to Y6, most of who were on the schools’ SEN register at School Action Plus and School Action.
- All exhibited reading and spelling difficulties.
- The aim of the trial was for a time limited intensive intervention over a period of 10 weeks.
- The students were pre and post tested using a Salford Sentence Reading Test and a SPAR Spelling test.
- Alongside these standardised tests some schools gave NC levels and PIVAT levels, if appropriate.
- The same person in each school carried out the pre and post reading assessments in order to minimize any discrepancies associated with this.
- The guidelines for the trial were that Lexia was to be used 3 times a week for 20 minute sessions and overseen by an appointed adult.
- All students started at the beginning of the program so that confidence in the use of the program, ICT skills and success were gained early on.
- One school used the Lexia Early Reading program.
Qualitative Results
Students and teacher questionnaires were used for qualitative assessment of:
- Impact on reading and spelling skills.
- Impact on child confidence and self esteem.
- Transference of skills into the class e.g. reading and writing.
- How useful schools found Lexia Basic Reading as a Wave 3 intervention.
- Next steps for schools.
Teacher comments
- Pupils gained in confidence and self esteem both when using Lexia program and when in the class room.
- Skills learned appeared to have been transferred into the class room situation.
- Reading and spelling skills generally improved which helped with self esteem and independent working in class.
- Pupils were motivated by the program and gained success.
- Pupils appeared more aware of the need to apply their new skills. Improvements in ICT skills were noted by staff.
- Listening and comprehension skills appear to have improved and pupils were more enthusiastic and keen to join in class activities.
- Pupils liked taking achievement record home - this was seen as an easy and effective way of communicating with parents.
- One school decided to trial the Lexia Reading Assessment software in addition to the Basic Reading program.
Pupil comments
- Pupils stated that Lexia helped their spelling and reading that it was fun and one pupil mentioned that it had improved his concentration.
- Some students commented that they would recommend its use to other pupils.
Quantitative feedback
Quantitative assessment used standardised tests and NC levels.
For a full set of the data and tables of the results, see pages 6 to 11 of the Appendix.
Reading results measured over a 3 month period
30/42 students 71% made more than 4 months + progress
19/42 students 45% made 9months+ progress
12/42 students 29% made 12months+ progress
5/42 students 12% made 15months+ progress
1/42 students 2% made 24 months progress
7/42 students 17%made no progress
Out of the 42 students who completed the trial all but 7 made progress in reading. Overall, at least 4 months progress was made, with one pupil making 24 months progress over the 3 month period. On average, pupils made eight months progress.
Spelling results measured over a 3 month period
26/42 students 62% made 4months+ progress
18/42 students 43% made 6 months+ progress
3/42 students 7% made 12 months+ progress
1/42 students 2% made 18 months+ progress
9/42 students 21% no progress.
Out of the 42 students who completed the trial all but 9 made progress in spelling. Overall, at least 4 months progress was made, with one pupil making 18 months progress over the 3 month period. On average, pupils made seven months progress.
Summary
- In the trial schools, Lexia Basic Reading is now well embedded as a successful wave 3 intervention strategy. All the schools are continuing to use Lexia as part of their wave 3 provision. It was perceived as being a successful short term intervention strategy.
- Overall reading age and spelling age scores for the pupils increased as did National Curriculum levels, by at least one third, in reading and writing.
- Some of the school are using other Lexia reading software and one school trailed using the Reading Assessment Program and the Lexia Advanced Reading program. Other schools are considering using other Lexia reading programs.
- Other York schools not involved in this particular project, having heard about its success, are either currently trailing Lexia reading software or making enquiries about doing so.
One school commented: “As with most intervention, providing they are carefully managed and sensitively delivered, they are of enormous benefit to a pupil’s confidence and self esteem. Lexia has been brilliant – it is a superb program”.
Maggie Wilson
Josie Clarke
Learning & Curriculum Support Teachers
Inclusion Support Service
October 2005