Supporting struggling middle school readers: Impact of the Lexia® PowerUp Literacy® program

Abstract

The majority of middle school students in the US are unable to read proficiently. This study aimed to evaluate whether a scientifically-based blended learning program could promote reading ability among a diverse sample of struggling middle school readers. Using a cluster randomized controlled trial, we tested the effectiveness of one such program on a sample of 155 struggling readers enrolled in supplemental literacy classes in two middle schools. Students in classes that used the target program scored significantly higher at posttest on a standardized literacy assessment than students in control classes. Effects were comparable for both White and African-American/Black students. Students with greater aptitude for decoding/word-level skills (operationalized by starting the program in higher “Word Study” levels and completing more levels in fewer weeks) earned higher posttest scores. Together, these findings provide strong evidence in favor of the effectiveness of this instructional approach, particularly for certain learner profiles.