Elementary school–wide implementation of a blended learning program for reading intervention

Jen Elise Prescott, Kristine Bundschuh, Elizabeth R. Kazakoff and Paul Macaruso

The Journal of Educational Research, 2018, vol. 111, issue 4, 497-506

Abstract: The authors 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. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.

Date: 2018
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DOI: 10.1080/00220671.2017.1302914

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