A Proven Literacy Skills Resource
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 below.
Education Endowment Foundation & Lexia Study (2018-2019):
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 program to investigate and are currently evaluating its effectiveness in 50+ primary schools. Findings of this two-arm randomised control trial will be published in July 2021.
For more information on the Lexia Education Endowment Foundation (EEF) study, 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 Fifth Edition, Greg Brooks, Professor of Education: University of Sheffield (page 69).
A recent study, which is aligned to the strongest US research standards (ESSA), reveals how Lexia® PowerUp Literacy® is more than TWICE as effective than the average (traditional) adolescent reading intervention for 11-13-year-olds. Using the STAR Reading® assessment these findings provide strong evidence of PowerUp’s effectiveness with a diverse population of struggling and non-proficient readers.
Our 15 Externally Reviewed Research Studies
Experimental studies that include randomly assigned treatment and control groups to eliminate selection biases:
- British Journal of Education Psychology (2016)
This 2016 study examined the role of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐olds.
- EdMedia Published Proceedings (2016)
This study explores a blended learning approach for reading instruction within general education second-grade classes in a California elementary school receiving Title 1 funds.
- Computers in the Schools (2015)
This 2015 study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2.
- Bilingual Research Journal (2011)
This 2011 study (conducted in Kindergarten classes using a bilingual education model) demonstrates that Lexia supports English Learners in acquiring fundamental literacy skills.
- Reading Psychology (2011)
This 2011 study examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers in an urban public school system.
- European Journal of Special Needs Education (2009)
This 2009 study investigated the benefits of computer-assisted instruction (CAI) for middle-school students attending remedial reading classes.
- Reading Psychology (2008)
This 2008 study examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for kindergartners in an urban public school system.
- Journal of Research in Reading (2006)
This 2006 study examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system.
Quasi-experimental studies with treatment and control groups that may not be randomly assigned. There may be some selection biases that are statistically addressed.
- Journal of Computer Assisted Learning (2020)
This study investigated the use of a blended learning program, Core5, in reception and year one classes.
- Educational Technology Research and Development (2020)
This study evaluated the effects of the blended learning program Core5 for students in reception through year 6.
This 2017 study examined the role of teacher engagement in student motivation and achievement in a blended learning environment.
- Journal of Research in Special Education Needs (2013)
This paper evaluates the impact of Lexia Reading software on the progress of children with reading difficulties in four Northern Ireland Schools.
- Reading Psychology (2011)
This 2011 study examined the efficacy of using computer-assisted instruction to supplement a phonics-based reading curriculum for kindergartners in an urban public school system.
Promising studies include correlational evidence that the program has an impact. These studies may not include a control group, but selection effects are addressed statistically.
- PowerUp Validity Report (2019)
This report shows how achievement in PowerUp is associated with meaningful differences in literacy performance as measured by the NWEA MAP Growth Reading assessment. Progress in PowerUp is strongly and positively associated with growth on this independent outcome measure.
- Computers in the Schools (2019)
This 2019 study showed students benefited from using Core5 over multiple years. Significant reading growth was found in each school year. In addition, the students demonstrated significant longitudinal growth over the three years.
- Journal of Educational Multimedia and Hypermedia (2017)
This paper examined the validity of using performance measures from a computer-based reading program gathered through embedded “Assessment Without Testing®” technology as indicators of reading ability.
- The Journal of Educational Research (2017)
This 2017 study examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners.
- Educational Technology Research & Development (2017)
This 2017 study examined whether a personalised, adaptive blended learning approach can support reading development in ELs and non-ELs.
To download our latest Compendium of Abstract Summaries Click here.
Partner with LexiaUK Research
For additional research information and the possibility of partnering with LexiaUK in future projects, please complete the contact form. We are happy to consider studies, large or small.