This presentation discusses longitudinally examined K3 grade students from a low SES school district who received literacy instruction with a blended-learning reading program during two school years. Significant gains were found on a standardized reading test at the end of each school year. However, between school years, students showed a notable drop in performance consistent with a summer slide. This presentation discusses the results of the study and possible options to lessen the impact of summer slide.
RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
Disclosure: Paul Macaruso, Raffaela Wolf and Elizabeth Kazakoff are employed by Lexia Learning whose software was used in the presented study. No relevant financial relationship exists.