Action Research Findings

Inquiry: What improvement will struggling readers show with the implementation of a web-based reading program?  

The purpose of this action research was to determine if the implementation of the web-based Lexia Learning program would generate reading improvement for our struggling readers.  The proposed action research has been a collaborative effort with collective input from teachers, community members, and administration.  The targeted population was identified as students who are one to two grade levels below their grade equivalency in grades 3-5, English Language Learners, and students displaying dyslexic tendencies or identified as dyslexic.  This would include approximately 170 male and female students primarily of Hispanic ethnicity being that the student population is 97% Hispanic.  Once fully implemented, students would attend a Lexia Learning computer lab for the duration of 20-30 minutes on a daily basis.  

Findings
 
Upon implementation of the Lexia Learning program, I have found that although the program has offered a wealth of information regarding student reading skills and areas of need, because many of our students are dually enrolled in other reading programs such as: Linda-Mood Bell, Read Right, Esperanza, and Odyssey they may not have sufficient time allotted on the Lexia Learning program to show tremendous gains at the present time. Another finding was that although the program offers printable lessons and resources for teacher reinforcement and/or interventions they are not being utilized for lack of sufficient interventional time; therefore, leaving the students struggling on a particular skill or task set.  In order to address these areas, I will seek ongoing professional recommendations from my administrator, so that the program’s needs may be addressed for the following school year. 

Conclusions and Recommendations

Upon completion of the action research project and end of the year summary reports, I propose to conduct a satisfaction or feedback survey to all stakeholders impacted by the action research project in order to compare results of the initial needs assessment and the ending survey to identify increased student achievement or improvements to the school culture/learning environment.  

References

Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Eye on Education Press.

Lexia Reading. (2013). Retrieved from http://www.lexialearning.com/index.php/effectiveness/research/

Macaruso, P., & Walker, A. (2011). Benefits of computer-assisted instruction to support reading acquisition in English Language Learners. Bilingual Research Journal, 34, 301–315.

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, 162–172.

Macaruso, P., & Rodman, A. (2009). Benefits of computer-assisted instruction for struggling readers in middle school. European Journal of Special Needs Education, 24, 103–113.

Texas Tribune. (2013). Public school explorer. Retrieved from http://www.texastribune.org/public-ed/explore/rio-hondo-isd/#demographics