Lexia is one of the most rigorously researched, independently evaluated, and respected reading programs in the world. Lexia Learning has published a brochure describing the many studies that have been conducted surrounding the various Lexia platforms. A few of the findings include:
Kindergartners using Lexia significantly outperformed students in the control group on the Gates-MacGinitie Reading Test®, Level PR (Pre-Reading), which measures phonological awareness, letter-sound correspondence, and listening comprehension. Group differences were more pronounced for low performers. [Macaruso, P., & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266–287.]
In a subsequent Kindergarten study, focusing on low performers, students using Lexia made significantly greater gains than a control group on the Group Reading Assessment and Diagnostic Evaluation (GRADE™), Level K. The test measures phonological awareness, early literacy skills, letter-sound correspondence, listening comprehension, and word reading. Group differences were notable for the word reading subtest. [Macaruso, P., & Rodman, A. (2011). Efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology, 32, 172–196.]
Preschool students using Lexia made significantly greater gains than the control group on the Group Reading Assessment and Diagnostic Evaluation (GRADE) Level P, used to assess phonological awareness, visual skills, conceptual knowledge, and listening comprehension. The greatest gains were made in phonological awareness. [Macaruso, P., & Rodman, A. (2011). Efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology, 32, 172–196.]
Title I students in the Lexia group made significantly greater gains than Title I students in a control group on the Gates-MacGinitie Reading Test, Level BR (Beginning Reading), which measures letter-sound correspondences for consonants and vowels, and basic story words. Moreover, Title I students in the Lexia group closed the performance gap when compared at post-test to non-Title I students in the Lexia group. [Macaruso, P., Hook, P.E., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading, 29, 162–172.]
Since 1984, Lexia has been dedicated to developing software to assess and improve reading acquisition and cognitive development. Many years of rigorous school-based research have shown that using Lexia software results in significant gains in reading skills performance.
