2017 Reading, Literacy & Learning Virtual Conference

F26 - Longitudinal Evidence of Summer Slide for Elementary Age Students in the Context of an Effective Blended-Learning Approach to Reading Instruction

Nov 10, 2017 3:45pm ‐ Nov 10, 2017 4:45pm

Credits: None available.

Standard: $20.00


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.

Learning Outcome:

  • 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.



  • 0.10 - ASHA CEU
  • 1.00 - Clock Hours

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