Program Description

Elementary school years are a pivotal time for reading development, serving as the foundation for learning across all subjects. However, the National Assessment of Educational Progress (NAEP) consistently shows that approximately 60% of fourth-grade students are not reaching reading proficiency and the COVID-19 pandemic has widened disparities in educational opportunities. Without focused instruction, these children will face even greater challenges in achieving literacy. Core5 was developed with a mission to mitigate that gap. Built on the science of reading, it provides equitable learning opportunities for all students, promoting their success and well-being. Core5 follows an adaptive blended learning model that offers explicit, systematic, and personalized reading instruction. This approach allows educators to deliver differentiated literacy instruction to students of all abilities. By using Lexia's research-proven program, Core5 effectively reduces the risk of students not meeting grade-level standards while providing accelerated and on-track students the instruction they need to thrive.

Cost

Must contact publisher for pricing

Intended Population

• Any

Grade

• Pre-K
• Elementary School

Intended Group Size

• Any

ELL/DLL

• Full

Multisensory Applications

• Yes

Delivery Method

• Computer-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A literature review revealed various studies showing that students who used the Lexia Core5 Reading program made greater gains than those in control groups. According to What Works Clearinghouse (WWC; 2009), the program was found to have potentially positive effects on alphabetics and comprehension, but no discernible effects on fluency and general reading achievement.

Study Citations

Cockerill, M., Tracey, L., Elliott, L., Fairhurst, C., Mandefield, L., Fountain, I., Ellison, S., Thurston, A., & O’Keeffe, J. (2024). The benefits of computer-assisted learning for struggling readers in elementary schools in England. Journal of Applied Developmental Psychology, 95, Article 101726. https://doi.org/10.1016/j.appdev.2024.101726

Hurwitz, L. B., & Vanacore, K. P. (2023). Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial. Journal of Learning Disabilities, 56(6), 453–466. https://doi.org/10.1177/00222194221141093

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(2), 162–172.

O'Callaghan, P., McIvor, A., & McVeigh, C. (2016). A randomized controlled trial of an early intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children. British Journal of Educational Psychology, 86, 546-558. doi:10.1111/bjep.12122.

Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in Schools, 32, 183–200. doi:10.1080/07380569.2015.1100652.

What Works Clearinghouse (WWC) Report

• Potentially positive effects

Evidence Base (ESSA)

• Moderate

Evidence-Based Practice (EBP)

• Evidence-based practice

Additional Reviews

• https://www.commonsense.org/education/website/lexia-reading-core5