Comparing Technology-Based Reading Intervention Programs in Rural Settings

An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)—stable and likely requiring fewer r...

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Bibliographic Details
Published in:	The Journal of special education Vol. 56; no. 1; pp. 14 - 24
Main Authors:	Stein, Brit’ny, Solomon, Benjamin G., Kitterman, Chase, Enos, Debbie, Banks, Elizabeth, Villanueva, Sierra
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-05-2022 SAGE PUBLICATIONS, INC SAGE Publications and Hammill Institute on Disabilities
Subjects:	Achievement Tests Educational Technology Elementary School Students Elementary Schools Evidence Based Practice Integrated Activities Integrated Learning Systems Learning Learning Activities Learning Management Systems Program Effectiveness Reading comprehension Reading Difficulties Reading Instruction Reading Programs Remedial Reading Rural Schools Teaching Methods Technology Uses in Education integrated learning systems reading intervention rural education computer-adaptive intervention
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Summary:	An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)—stable and likely requiring fewer resources than personnel—do not offer a complete solution to this problem, they may serve as a useful resource, particularly for milder literacy deficits. And yet, there is a surprising lack of empirical research on their effectiveness, particularly for contemporary programs. This study examines the effectiveness and efficiency of two popular ILSs, Lexia and iStation, both of which use a blended model of computer and traditionally delivered instruction, and compares them against business-as-usual (BAU) conditions across a variety of outcomes. Results suggest both programs resulted in meaningful growth across an academic year of implementation, although generally no more so than that observed in the BAU condition. However, Lexia yielded the highest level of instructional efficiency. That is, despite comparable growth across conditions, Lexia required less staff time to implement per student participant.
ISSN:	0022-4669 1538-4764
DOI:	10.1177/00224669211014168