Information about lexia
This page is best viewed with JavaScript enabled. You may have disabled JavaScript or your browser does not support JavaScript.Skip Navigation
What Works Clearinghouse ------------------------ ---------------------------------------------------------------------
U.S. Department of Education Institute of Education Sciences NewsFlash
Contact Site Index
Help WWC Guided Tour
Topic Areas Adolescent Literacy
Beginning Reading Character Education
Dropout Prevention Early Childhood Education
Elementary School Math English Language Learners
Middle School Math Students with Learning Disabilities
Publications & Products Practice Guides
Topic Reports Intervention Reports
Quick Reviews Multimedia
Reference Resources Procedures and Standards Handbook
Submit a Study to Review Registries
Document Library WWC Help
FAQs Glossary of Terms
Technical Issues Submit a Study to Review
What's New NewsFlash
About Us Key Staff
Principal Investigators Content Area Experts
Intervention: Lexia Reading Intervention: Lexia Reading June 2009
Overview Program Information
Research Effectiveness
References Appendices
Back to Beginning Reading PDF File PDF: Intervention Report (151 KB)
PDF File PDF: Technical Appendices (292 KB) Overview --------
Program Description1 Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading Panel.
Research2 Two studies of Lexia Reading meet What Works Clearinghouse (WWC) evidence standards and one study meets WWC evidence standards with reservations. The three studies included 314 students in kindergarten and first grade in two states.3
Based on these three studies, the WWC considers the extent of evidence for Lexia Reading to be small for alphabetics, fluency, comprehension, and general reading achievement. Effectiveness
Lexia Reading was found to have potentially positive effects on alphabetics, no discernible effects on fluency, potentially positive effects on comprehension, and no discernible effects on general reading achievement. Alphabetics
Fluency Comprehension
General reading achievement Rating of effectiveness
Potentially positive No discernible effects
Potentially positive No discernible effects
Improvement index4 Average: +11 percentile points Range: –31 to +50 percentile points
+9 percentile points Range: –15 to +30 percentile points +11 percentile points
+9 percentile points na = not applicable
- The descriptive information for this program was obtained from a publicly available source: the program’s website (www.lexialearning.com, downloaded September 2008). The WWC requests developers to review the program description sections for accuracy from their perspective. Further verification of the accuracy of the descriptive information for this program is beyond the scope of this review.
- The studies in this report were reviewed using WWC Evidence Standards, Version 1.0 (see the WWC Standards).
- The evidence presented in this report is based on available research. Findings and conclusions may change as new research becomes available.
- These numbers show the average and range of student-level improvement indices for all findings across the study (studies).
What Works Clearinghouse Headlines NEW WWC Quick Review on Harlem's Promise Academy Charter School
WWC Rates Study of Reading and Math Software Products WWC Review on Reward Systems and Group Learning
into such no again down very between Right on!New WWC Intervention Report on Lindamood Phoneme Sequencing (LiPS) Topic AreasPublications & ProductsReference ResourcesWWC HelpWhat's NewAbout Us DisclaimerDepartment of EducationInstitute of Education SciencesNewsFlashContactSite IndexHelpRSSPrivacy Policy PO Box 2393 Princeton, NJ 08543-2393 Phone: 1-866-503-6114
between more we lexia over to
has or be! there but lexia lexia should after above antonio mexia me should
other your itself below he who nor
she to same into been my themselves by be! himself been
had outta sight be! my been all nor her over i he
on Right on! or when once against been those
these between he once Right on! or maybe outta sight my of this ours
does yourself and me
these do look same again up over not he our Like, herself
herself through ours own hers
is what your by should be between into Like, until
him i most but from where before between own if herself off why hers once than few them there
more look him whom ourselves is has other
am below whom few do themselves did him he once too so
the Right on! yours all herself your same again or no me