Too Good to Be True? Examining the Effectiveness of Computer-Based Reading Instructional Programming

• In Event: AERA Poster Session 7
  In Poster Session: Testing Technology-Based Enhancements and Interventions

Abstract

This paper describes an experimental study examining the effectiveness and instructional efficiency of two popular computer adaptive remedial instructional programs for literacy: Lexia and iStation. Both were compared against a business-as-usual condition for elementary age students identified as at-risk students for reading deficits. Growth over time was observed across all conditions, but findings suggest no condition was superior. However, large differences in efficiency were found based on the required implementation time to maintain fidelity. Implications for future research and current practice will be presented.

Author

• Benjamin G Solomon, University at Albany - SUNY