Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades |
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| Authors: | Rachel Schechter Paul Macaruso Elizabeth Brooke |
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| Institution: | 1. Lexia Learning, A Rosetta Stone Company, Concord, Massachusetts, USA;2. Community College of Rhode Island, Warwick, Rhode Island, USA |
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| Abstract: | This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students. |
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| Keywords: | reading blended learning low SES technology English language learners |
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