Running head: EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

Effects of Specific Reading Technology on Reading Performance

Judith Larkin
University of New England

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

Effects of Specific Reading Technology on Reading Performance

Increasing reading skills for all students is a common goal for first grade teachers. This
research study will focus on the effects of using a specific systematic and personalized reading
approach through the use of technology for every first grade student within a classroom. In a
district with limited technology, the researcher will conduct a study using the Lexia Core 5
reading program during the literacy block. Lexia Core 5 is a web-based, individualized reading
curriculum (Lexia, 2003). Students will use chrome books daily for a minimum of fifteen
minutes.
The researcher will monitor student progress as well as student motivation during the
implementation process. Students will practice skills associated with phonics instruction,
automaticity/fluency, vocabulary, and comprehension. The results will be analyzed to determine
if all levels of readers benefit from this type of reading practice approach and if there is a
noticeable impact on certain skills. Currently, students rotate through the district mandated Daily
5 system. The Daily 5 system is a framework for structuring literacy time so students have
choices. These choices include: read to self, read to others, work on writing, word work, and
listen to reading. For this research study, students will use technology during the word work
time.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

The researcher has an inclusion classroom and will determine the effects of reading
technology on the mixed ability of learners in the classroom. The classroom has students
identified as Special Education students with varied needs, English Language Learners, students
on behavior plans, students that need enrichment, and average first grade students.
In 2015 and moving forward, it is important for districts to provide classroom teachers
with technology resources to use within the classroom. This study will show the learning effects
of students using reading technology on a daily basis and what specific areas are affected by this
learning approach.
Problem Statement
First grade students currently receive reading instruction from a program mandated
within the district. This program is phonics based and is aligned to the Common Core. Students
also receive reading instruction through guided reading groups. Currently, in a class of sixteen
students, four students are below grade level, three students are almost at grade level, five
students are slightly above grade level for the middle of first grade, and four students are
significantly above grade level. The students receive very little reading instruction or practice
through the use of technology. The district does not provide adequate technology for each
classroom, but there recently has been a shift and some classrooms have been given two to three
chromebooks to use. For this study, students will use the Lexia Core 5 program during the
literacy block. Students will rotate through centers for a minimum of fifteen minutes. After a
four week study, the researcher will determine if there is an increase in reading levels and
reading performance for all students. The research will specifically look at different components
of the Lexia program to determine what students benefit the most from daily use of a technology
based reading program and in what specific reading areas. The researcher will also conduct

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

interviews by administering a quick student survey prior to the intervention and after the
intervention. Data obtained will help to determine the motivational factor of using technology
during the literacy block, specifically Lexia Core 5.

Research Questions
For this research, several questions are posed. First, does the use of technology,
specifically Lexia Core 5, increase reading performance and motivation for all readers? Second,
are there certain areas of reading instruction that are significantly impacted by the use of
technology, specifically Lexia Core 5?
Hypothesis
After four weeks of consistent use of a technology based reading program, students will
show an increase in reading performance.

Literature Review

Many first grade teachers would agree that teaching students to become successful
readers is one of the most important aspects of first grade. Teachers have more resources than
ever to target all types of readers. Technology plays an important role in motivating and
providing directed instruction to students. Teachers must understand the needs of their classroom
as well as receive the professional development needed to provide additional resources to
students. This review discusses the element of technology as part of the reading process, the
effect it has on various types of learners and the specific areas of reading that are affected.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

Technology
The U.S. National Educational Technology Plan calls for the use of new technologies in
redesigning American education (U.S. Department of Education, 2010b). The U.S. Common
Core State Standards address technology-based teaching. It is imperative for districts to provide
technology in the classroom for teachers to provide students with relevant and effective
instruction. According to Samuels and Farstrup (2011), research findings from the past decades
are mixed regarding the impact of technology on reading achievement.
Data gathered from research applied to 25 public school districts in Texas during 20022003, showed that a technology-intensive classroom along with professional development were
effective in promoting reading accuracy in first and second grade and an increase in reading
comprehension in second grade (Knezek & Christensen, 2007). This project was funded by the
federal government over a five year period. K-3 students used technology through an Early
Reading Center and teachers received intensive professional development in order to integrate
the technology into the classroom.
In 2006, an action research project took place in a first grade classroom in North
Carolina. The researchers wanted to determine if the WordMaker software program had an
impact on the various reading levels within the classroom. After implementation of this research
project, both teachers and students saw many benefits of using WordMaker (Jeffs, Evmenova,
Warren, Rider, 2006). During the 10 week period of using the software, the program had a
positive impact on decoding and spelling skills. Students had various abilities within the
classroom. Teachers felt that students were very motivated and engaged while using this
software. The researchers felt that the one limitation to this project was the small amount of

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

students tested but they were encouraged by the increase in scores from pretest to posttest
demonstrated by the entire class.
Cheung and Slavin (2013) reported that although research on reading interventions for
struggling readers has been abundant, none of the reviews focused exclusively on the use of
technology to enhance reading achievement for struggling readers. Cheung and Slavin completed
a research project on 7,000 students in grades 1-6 that included a total of 20 different studies.
Their findings showed a positive but small effect on the reading skills of struggling readers. The
largest effect sizes were found for small-group interventions that supplement first grade
instruction with phonetic activities integrating computer and non-computer activities. It was also
stated that the evidence to date shows promise for some types of technology applications. More
research needs to be done in this area.
Lexia
This action research project will use Lexia as the reading technology to determine the
effect on learners within the classroom. Lexia is available within the school, but is only used for
students identified in the Scientific Research Based Intervention process. Technology is also
limited within the school, but will be obtained for the purpose of this project. Lexia Reading
Core5 is an explicit, systematic learning experience that is technology based with the purpose of
accelerating reading skills. Student progress will be monitored in the areas of phonics
instruction, automaticity/fluency, vocabulary, comprehension, and structural analysis. What
Works Clearinghouse (2009) issued an intervention report and found that Lexia Reading was
found to have potentially positive effects on alphabetics and comprehension. The report also
found that there were no discernible effects on fluency and on general reading achievement. The
study included 314 students in kindergarten and first grade in two states.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

McMurray (2013) reported on a study using Lexia Reading software with children six to
seven years old in Northern Ireland. For the purposes of this study, students with the severest
difficulties, determined by the lowest test scores, were selected for intervention. The
implementation period was for 20 weeks. After implementation and realizing that this research
was conducted with children who had the greatest difficulty in learning to read, this software
proved to be successful with 66% of this group. For students who did not increase their reading
score, the software provided assessment data without the need for formal assessment. This study
also employed an interview process with teachers and students. Students were asked if they
enjoyed using the software and 90% of the students responded yes. Students were asked if they
thought using the software helped and 72% of the students said it had which is very close to the
66% of the students that improved their scores.
Benefits
Teachers surveyed in McMurrays report (2013), listed many benefits from using the
computer software with students. They noticed in an increase of concentration, improved
phonological awareness, children were working at their own pace, development of independent
learning, and an increase in childrens confidence. Howell, Erickson, Stanger, & Wheaton (2000)
investigated the effects of a software based early reading program on early reading abilities in
first grade students with disabilities. The students in this study came from different geographic
regions in the United States. These students achieved measurable gains in their phonemic
awareness, work reading, and word writing skills. Many of these students were repeating first
grade where they had an unsuccessful year. The researchers felt this study was encouraging and
provides evidence that a balanced approach to reading instruction through a careful computer
based program can be effective.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

Future
According to Cheung and Slavin (2012), the debate around the effectiveness of
educational technology for improving student learning has been carried on for over three
decades. Cheung and Slavin (2012) reference the Clark-Kozma debate of the 1980s. Clark stated
that educational technology had no impact on student learning under any condition. Kozma
believed that technology had an actual impact on student learning. Cheung and Slavins recent
review of 84 studies based on over 60,000 K-12 participants generally produced a positive,
though small, effect of using educational technology compared to traditional methods. They
stated that the classroom use of educational technology will continue to expand and play a
significant role in the years to come as technology becomes more sophisticated and costeffective. Amendum, Vernon-Feagans, & Ginsberg (2011) completed a study of classroom
teacher delivered reading intervention for struggling rural students via web conferencing and
webcam technology. The results of the study showed an increase in skills, but it was extremely
costly. Biancarosa and Griffiths (2012) completed research about technology to support reading
in the digital age. They present some recommendations to schools and schools systems to meet
some of the challenges that come with investing in e-reading technology. It is important to
choose evidence-based tools and provide technology users with systemic supports. As a first
grade teacher, it is important to have the technology, support with technology, and professional
development to carefully provide adequate instruction for the future.
Conclusion
Based on this research that included different types of reading technology and a limited
range of tested student population, this project will use the available Lexia Core 5 software
program within a classroom setting to determine whether students of varying abilities will

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

increase their reading skills in the areas of phonics, automaticity/fluency, vocabulary,

comprehension, and structural analysis. The research population is a typical first grade classroom
within the district. English Language Learners, Special Education students, students with
behavior plans, and students who need enrichment will be included. The mixed ability learners
taking part of this project will offer valuable information moving forward with the type of
technology being offered and specific instruction that can be targeted. The expectations are that
students will show an increase in various areas of reading performance.

Methodology
First grade teachers have the important role of teaching students strategies to learn to
read. First grade teachers have a variety of learners within the classroom. It is important to
address the needs of all students. The goal of this action research project determined whether the
use of technology would increase motivation and reading performance for all readers.
Additionally, the researcher explored if certain areas of reading instruction were significantly
impacted by the use of technology. For this project, the researcher used the Lexia Core 5 reading
program for all students within the classroom. The researcher obtained four chromebooks for the
classroom to provide this intervention to all students during the daily literacy block. The results
of this study help to determine the importance of having technology within the classroom and
whether the available Lexia Core 5 program is beneficial for every student in the areas of reading
performance and motivation.
Research Design

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Lexia Core 5 is available within the district and has been used primarily for students
identified during the Scientific Research Based Intervention process. Technology within the
district has been very limited. The researcher has a ninety minute literacy block where students
rotate through various activities. None of these current activities are technology based. Students
rotate through read to self, read to someone, word work, and writing. This is part of the district
mandated Daily 5 management system.
For the purpose of this project, this is a mixed-methods research design. The data that
was obtained from Lexia determined whether reading performance was impacted as well as
analyzing various areas of reading that were affected. The students took a placement test at the
beginning of the intervention and progress was monitored for the four week intervention. Student
progress was monitored, but additional interventions, based on the data, were not administered.
The researcher determined that additional interventions would affect the validity of the data.
Lexia Core 5 was the only technology based reading program that the students used in the
classroom. The end results were analyzed to determine if Lexia Core 5 had an impact on reading
skills. The researcher used the quantitative data from Lexia to determine progress or lack of
progress.
The researcher conducted a student survey before and after the intervention to help
determine the motivational effects of using technology, specifically Lexia Core 5. This survey
was conducted though an individual interview process with the researcher and student. A simple
survey at the beginning of the intervention (Appendix A) determined how motivated and eager
students were to use technology. The survey at the end of the intervention (Appendix B) had
more questions and determined how students liked using Lexia daily for four weeks.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

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The researcher took anecdotal notes (Appendix C) to determine student engagement

while using Lexia Core 5. Lexia Core 5 recorded the time that the student is logged on to the
program, but the researcher observed student behavior to determine if students were focused and
engaged while on the computer. The researcher used the para professional in the classroom to
help collect this observational data.
Data Collection Plan
The researcher has previously noted the problem with the lack of technology within the
district. For this action research, using technology in the area of reading was tested to determine
if there was an increase of skills and motivation with all types of learners. The researcher
obtained baseline data from DRAs, Developmental Reading Assessments, which test decoding,
fluency, and comprehension. After the four week intervention, the researcher reassessed each
student using the DRA. The researcher obtained baseline data when students logged on to the
Lexia Core 5 program. The students took a placement test which assigned them to a particular
level of skills to work on. After the four week intervention, the researcher analyzed the data. The
students worked a minimum of fifteen minutes daily on specific skills as determined by the
Lexia Core 5 program.
The researcher also conducted a survey with each student before (Appendix A) and after
the intervention (Appendix B). These surveys primarily addressed the motivational factor of
technology and the Lexia Core 5 program. The Lexia Core 5 program was and is the only current
reading intervention program available within the school district for specific learners. The
researcher determined whether this program was effective within a classroom setting for a varied
range of learners.

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The researcher took anecdotal notes (Appendix C) and recorded daily observations on
student motivation while using Lexia technology. Lexia produced a report that recorded the
daily usage, but it was important to note the attentiveness of student behavior while using the
technology.

Table 1.
Data Collection Matrix
Data Source
Research Question
1. Does Lexia Core 5
increase reading
performance?
2. Does technology
increase motivation?
3. Specific reading areas
improved?

Lexia

DRA

Student
Survey
Lexia

Anecdotal
Notes
DRA

Teacher
Observations

Data Analysis
The research used two reports from the Lexia Core 5 program. The class skills report
allowed the researcher to assess the general development of the class reading skills. The
researcher also used the student combined report which displayed the students monthly gain in
activity units. Within this report, the progress graph, is displayed as a line graph, which allowed
the researcher to assess how many grade-level skills the student gained over time. Reports were

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

13

gathered at the end of each week. Progress in overall reading performance was analyzed as well
as an in depth study of specific skills that were directly affected or unaffected by using this
intervention. The researcher displayed data in graph form. A line graph displays an increase or
decrease in reading performance for English Language Learners, Special Education students,
students above grade level, and students at grade level. Further analysis was done to determine if
specific areas of reading were affected and data will be presented in narrative form.
Students were surveyed (Appendix A) prior to starting the intervention to determine the
motivational factor to use technology during literacy time. The students only used the Lexia Core
5 intervention during the four week period. Another survey (Appendix B) was administered to
students after the intervention and determined if students views changed toward the use of
technology or the use of Lexia Core 5. This data to be displayed in the form of a bar graph.
Anecdotal notes (Appendix C) and teacher observations were used to determine time on
task and classroom behavior while using the technology. Daily teacher observations are an
important component to determine if students stayed engaged during the four week intervention
or whether engagement decreased over time.
Sample Selection
This action research project was conducted in the researchers first grade classroom.
The student population consists of eight girls and seven boys. Within this student population,
three students are identified as special education students. Two of these three students have
learning disabilities and one student has other identified disabilities associated with behavior.
Three students in the classroom are English Language Learners. Two of the three English
Language Learners receive reading support from the reading specialist. Three students within

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

14

the classroom are high flyers who receive enrichment within the classroom setting. The
remaining six students are average first grade students.

Results
For the purpose of this study, first grade students used the Lexia Core 5 reading program
on chromebooks for fifteen minutes daily for four weeks. The students used this program
independently without any additional instruction. The district provides Lexia licenses to students
who qualify for reading interventions. The researcher wanted to prove the importance of
technology within a classroom and used a tool available within the district (Lexia) for each
student to use. Since technology is extremely limited within the district, it is imperative to show
how technology, specifically Lexia, motivated learners and to determine whether it helped them
academically. Students were surveyed prior to and after implementation regarding their levels of
interest in technology. Students took a placement test at the beginning of the intervention and
progress was monitored weekly. Students were assessed prior to implementation using DRAs.
The researcher also used anecdotal notes to observe students reading and interest level behaviors
during implementation.
Findings
Figure 1 displays results from the Student Post Intervention Survey (Appendix B). The
survey was designed to determine students attitudes about technology and using the Lexia Core
5 reading program during the literacy block. The questions referenced in Figure 1 correlate to
those listed in Table 1.

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Figure 1: Students' responses to the questions posed in student survey.

120
100
80
60
40
20
0

Question 1

Question 2

Question 3
Yes

Question 4

Question 5

Question 6

No

Table 1. Post Intervention Student Survey Questions

Question
1
Did you like using Lexia?
2
Did you like using Lexia a lot?
3
Do you think Lexia helped you as a reader?
4
Do you think you should use Lexia every day?
5
Do you like using the computers during Daily 5?
6
Will you choose Lexia during computer time?

Figure 2 shows the units gained in Lexia over a four week period for the three English
Language Learners in the sample selection. Student 1 showed a drastic decline due to leaving
school for a two week period.

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Figure 2: Units Gained in Lexia - English Language Learners

50
45
40
35

Student 1

30
Units

Student 2

25

Student 3

20
15
10
5
0
Week 1

Week 2

Week 3

Week 4

Figure 3 shows the units gained in Lexia over a four week period for the three special
education students in the classroom. Students progressed at a slower rate than other students.

Figure 3: Units Gained In Lexia - Special Education Students

50
45
40
35

Student 1

30
Units

Student 2

25

Student 3

20
15
10
5
0
Week 1

Week 2

Week 3

Week 4

Figure 4 shows the units gained in Lexia over a four week period for the three higher level
learners in the classroom. These students showed good growth during the intervention period.

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

17

Figure 4: Units Gained in Lexia - High Average Students

Units

50
45
40
35
30
25
20
15
10
5
0
Week 1

Student 1
Student 2
Student 3

Week 2

Week 3

Week 4

Figure 5 shows the units gained in Lexia over a four week period for the six average
students within the classroom. All six students showed continual progress during the
intervention period.

Figure 5: Units Gained in Lexia - Average Students

50
45

Units

40

Student 1

35

Student 2

30

Student 3

25

Student 4

20

Student 5

15

Student 6

10
5
0
Week 1

Discussion

Week 2

Week 3

Week 4

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The researcher administered the Student Pre-Intervention Survey (Appendix A) prior to

implementation of project. Students were individually asked if they thought they would like
using the computers during their literacy block and if they would like using Lexia every day. All
students in the classroom responded yes to both questions. Students were very eager to use
technology as a rotation during their literacy block. Six of the fifteen students had prior
knowledge of Lexia. Nine of the fifteen students didnt know what Lexia was but were very
motivated to try using it on the chromebooks.
After four weeks of intervention, students were given another survey. The researcher
individually interviewed each student. Table 1 lists the questions that were asked and Figure 1
shows the results of the survey. All students in the first grade classroom responded yes to
Questions 1 and 5. Students liked using Lexia and they liked using computers during their
literacy time. Question 2 asked if the students liked using Lexia a lot. Four students who
answered no were struggling readers that needed additional instruction for success. Question 3
asked if they thought Lexia helped them as a reader. The three highest students responded no.
These students know they are good readers and felt that Lexia did not help them. Question 4
asked if the students felt they should use Lexia every day. Again, the four students who answered
no were the struggling readers that needed additional instruction. Question 6 asked if the student
would choose Lexia during their free computer time. The five students that answered no were a
mixture of higher students who like to do math games and two of the struggling readers who felt
a sense of frustration while doing Lexia.
Overall, the results of the survey were predicted by the researcher. The researcher took
anecdotal notes based on observations of student behavior during the literacy block. The four
struggling readers would often go on Lexia, but it wasnt always a focused time. These students

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would sometimes get up to use the bathroom or simply look around the room. The average and
higher students were often motivated by completing levels and receiving certificates. These
students often spoke to each other about what level they were on and were eager to continue.
These students often chose it during their free computer time.
When analyzing the Lexia Core 5 results, there was an overall increase in all areas of
reading for all students. The graphs show progress as measured in units. The number of units
varies within levels. All students showed growth by completing units within each level.
The English Language Learners all showed growth (Figure 2). Two of the three English
Language Learners met the targeted usage per week. One of the students was absent from school
for two weeks of the intervention, therefore, showing a decline after making progress. Two of the
three students increased one level while the other student increased two levels within the Core5
program. The student that increased two levels used this program whenever he had available
computer time before or after school. The noticeable areas of improvement were in the areas of
phonics skills and vocabulary. These three students were assessed prior to the intervention and
after the intervention using a Developmental Reading Assessment. These students showed
noticeable growth in the areas of decoding. These three students were very focused and diligent
workers while using the chromebooks.
The three special education students all showed growth (Figure 3), but minimal. These
students all met the targeted usage per week. One student did not increase any levels, but was
able to complete units within the level. This student showed some growth in foundational skills
in the areas of categorizing and letter matching. The researcher did notice frustration while using
Lexia because additional instruction was needed for the student. Another student increased a
level within the program and showed growth in the foundational skills area, specifically with

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20

beginning/ending sounds and short vowel sounds. This student was motivated while using Lexia,
but not as eager to use it as other students. The last student in this group has behavior concerns.
This student was very motivated to use Lexia and is a higher reader. This student increased a
level within the program primarily in the areas of decoding/phonics. Behavior issues were at a
minimum when this student was using the program. The researcher reassessed these three
students at the end of the intervention with a Developmental Reading Assessment and noticed
some improvement with decoding skills.
Three students within the classroom that are high flyers did extremely well with the Lexia
program (Figure 4). These students increased two levels within the program with an average of
fifty units of progress. Progress in the areas of comprehension, phonics, language, and speaking
and listening were most noticeable. These students were extremely motivated to use the program
whenever they had the choice of free computer time. The researcher noticed that the learners
were extremely engaged during their work time and did not want to stop when it was time to
change activities. When assessed with a Developmental Reading Assessment, the researcher
observed an overall growth in skills.
The remaining six students all showed growth and increased one level within the Lexia
Core5 program (Figure 5). Overall the improvements were in the areas of phonics and
vocabulary. Again, these students were very motivated to use the chromebooks and often chose
Lexia during their free time. They were very eager to get certificates and often compared what
levels they were currently at. When assessed with a Developmental Reading Assessment, the
researcher observed growth in the areas of decoding and sight word recognition.
Based on this action research project, four weeks of consistent use of a technology based
reading program increased reading performance of all students in the sample selection.

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21

Limitations
For this action research project, it was a struggle to get the needed technology and the
Lexia licenses for each student. The researcher also encountered student absences but was able to
get additional time for the affected students on another day. One student moved during the course
of the intervention and another student was absent from school for two weeks of the intervention.
After implementation of this project, it would have been desirable to use a pre and post phonics
assessment to determine specifically what progress was made in various areas. This would have
been a more useful assessment than the DRA. Certain groups of students could have benefited
from additional instructional while using Lexia. Since the action research project was based on
using available technology during the literacy block, no additional instruction was given.
Summary and Further Research
All students in the sample selection showed progress in their levels of reading
performance. The English Language Learners and the special education students did not show as
much growth. These students need additional instruction or support from a teacher to support the
technology based reading program. The special education students were observed to be frustrated
at certain points. The average to higher level learners showed significant progress and were very
motivated to use Lexia. This is a beneficial use of time for these students during their literacy
block.
The primary areas of growth were in the areas of decoding and phonics. Further research
would be recommended to determine the impact on comprehension skills for the average to
higher level learners. Students would need to use Lexia for a longer period of time to determine
the impact. Ideally, students would start using the program at the beginning of the school year

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22

when other assessments are given to get a true baseline. With continued use over a three to four
month period, data could then be analyzed to determine the impact on various skills. Overall, this
was a useful study that could be enhanced further by administering the intervention for a longer
period of time. It would also be interesting to note motivational behaviors if technology/Lexia
were being used for a continuous four month period during literacy time. For the four week
intervention, students were extremely excited to use the chromebooks and whatever program was
being offered to them. This was new to them, therefore, motivation was high. Further research
would offer valuable insight to see what continued use of a specific program would do to
motivation.

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McMurray, S. (2013). An Evaluation of the Use of Lexia Reading Software with Children
In Year 3, Northern Ireland (6- to 7-Year Olds). Journal of Research In Special
Educational Needs, 13(1), 15-25. doi:10.1111/j.1471-3802.2012.01238.x
Samuels, S.J., & Farstrup, A.E. (2011). What Research Has To Say About Reading Instruction
(4th ed.). Newark, DE: International Reading Association.
U.S. Department of Education, Office of Educational Technology. (2010b). Transforming
American Education: Learning Powered by Technology: National Educational
Technology Plan 2010: Executive Summary. Washington, DC. Retrieved from
http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
What Works Clearinghouse, (2009). Lexia Reading. What Works Clearinghouse
Intervention Report. What Works Clearinghouse. Retrieved from

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EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_lexia_063009.pdf

Appendix A: Student Survey Pre-Intervention

25

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

26

Do you think you will like using the computers during Daily 5?

Yes

No

Not Sure

Do you think you will like using Lexia every day?

Yes

No

Not Sure

Appendix B: Student Survey-Post Intervention

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

27

Did you like using Lexia?

Yes

No

How much did you like using Lexia?

A lot

A little

Do you think Lexia helped you as a reader?

Yes

No

How often do you think you should use Lexia?

Everyday

Once a week

Do you like using the computers during Daily 5?

Yes

No

Will you choose Lexia during computer time?

Yes

No

Appendix C: Anecdotal Record Form

Not Sure

EFFECTS OF TECHNOLOGY ON READING PERFORMANCE

Student A: Is student focused and engaged
during Lexia?

Student B: Is student focused and engaged

during Lexia?

Student C: Is student focused and engaged

during Lexia?

Student D: Is student focused and engaged

during Lexia?

Student E: Is student focused and engaged

during Lexia?

Student F: Is student focused and engaged

during Lexia?

Student G: Is student focused and engaged

during Lexia?

Student H: Is student focused and engaged

during Lexia?

Student I: Is student focused and engaged

during Lexia?

Student J: Is student focused and engaged

during Lexia?

Student K: Is student focused and engaged

during Lexia?

Student L: Is student focused and engaged

during Lexia?

Student M: Is student focused and engaged

during Lexia?

Student N: Is student focused and engaged

during Lexia?

Student O: Is student focused and engaged

during Lexia?

Student P: Is student focused and engaged

during Lexia?

28