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

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Listed:
  • Jen Elise Prescott
  • Kristine Bundschuh
  • Elizabeth R. Kazakoff
  • Paul Macaruso

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.

Suggested Citation

  • Jen Elise Prescott & Kristine Bundschuh & Elizabeth R. Kazakoff & Paul Macaruso, 2018. "Elementary school–wide implementation of a blended learning program for reading intervention," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(4), pages 497-506, July.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:4:p:497-506
    DOI: 10.1080/00220671.2017.1302914
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    Cited by:

    1. Phichitra Katasila & Kornwipa Poonpon, 2022. "The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students," English Language Teaching, Canadian Center of Science and Education, vol. 15(5), pages 1-52, May.

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