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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.

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 Evaluation Report on Lexia Core5 Reading (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 program to investigate.

This two-armed randomised control study involved 697 pupils across 57 schools and focussed 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’.

For full details, visit the EEF website 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

Supporting Secondary Students:

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.

Read the full document here

Our 15 Externally Reviewed Research Studies

Experimental studies that include randomly assigned treatment and control groups to eliminate selection biases:

  • Education Endowment Foundation (2021)
    This efficacy trial investigated the benefits of Lexia Core5 Reading on struggling readers across 57 English primary schools.
  • 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‐old pupils.
  • 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 pupils (ages 6 to 8).
  • 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.

 

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.

With Lexia, we are able to have an overview of not only every child's engagement in the program but also their progress; identifying key gaps in knowledge and using the resources provided by Lexia to scaffold interventions.

Nick Coles, Assistant Principal

Ormiston Meadows Academy, Peterborough