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Education Endowment Foundation (EEF) Lexia Evaluation Report on KS1 Struggling Readers:

‘Children offered Lexia made the equivalent of two additional months’ progress in reading, on average, compared to other children. These results have a high security rating’

To read the full report, click here.

Evidence-Based and Research-Proven:  Measuring Lexia’s Impact

Founded through a research grant over 30 years ago, Lexia has been committed to conducting evidence-based, scientific research to support the development of Lexia products and demonstrate the efficacy of Lexia programs. For the past 15 years, studies on Lexia products have been conducted and published by researchers around the world. Lexia now has 15 externally-reviewed research studies which can be viewed on our research page.

Education Endowment Foundation (EEF) Lexia Study (2021):

Based on the strength of existing studies, Lexia’s large user base across England and a strong alignment to their guidance reports on improving literacy, the EEF identified Lexia as a ‘promising programme’ to investigate.

This two-armed randomised control study involved 697 pupils across 57 schools and focused on pupils identified as struggling readers in Year 2.  The independent evaluation found that children offered Lexia made the equivalent of two additional months’ progress in reading, on average, compared to other children. These results received a high security rating on the EEF padlock scale.  In addition, the cost of delivery was reported as ‘very low’.

Regarding implementation, fidelity was high and schools were able to incorporate Lexia into their school routine. Over three-quarters of schools surveyed were satisfied with the access to the online pupil activities, support provided, and the usefulness of the reports.

To read the full report, click here.

What Works Review:

Lexia has been reviewed in ‘What works for children and young people with literacy difficulties?’ The effectiveness of intervention schemes Sixth Edition, Greg Brooks, Professor of Education: University of Sheffield (pages 51-54).

Read this document in full here