Lexia Early Reading shows no significant advantage over Earobics on alphabetics, with several negative effects substantively important¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Gale (2006), the WWC found no statistically significant effect of Lexia Early Reading versus Earobics on the DIBELS alphabetics subtests, and judged three negative effects substantively important (Initial Sounds Fluency kindergarten, Phoneme Segmentation Fluency grade 1, Nonsense Words Fluency grade 1). → What Works Clearinghouse 2009

Evidence¶

What Works Clearinghouse 2009¶

What Works Clearinghouse, U.S. Department of Education. (2009). WWC Intervention Report: Lexia Reading, Beginning Reading. https://ies.ed.gov/ncee/wwc/InterventionReport/274

q2 · i? · quant-synthesis · r1

Randomized comparison in Gale (2006) of Lexia Early Reading versus Earobics Step 1 among at-risk kindergarten and first-grade students (analysis sample of 39 kindergarten and 37 first-grade students). The WWC found the quoted negative effects not statistically significant but substantively important; the study average effect size for this comparison was –0.39.

"The WWC found that this effect was not statistically significant, however, the WWC determined that three of the negative effects were large enough to be considered substantively important: Initial Sounds Fluency (kindergarten), Phoneme Segmentation Fluency (grade 1), and Nonsense Words Fluency (grade 1)."

Discussion¶

Related Claims¶

• In a Florida RCT, Earobics® outperformed no-supplement control on several DIBELS subtests but showed no significant advantage over Lexia Early Reading — possibly the same claim (merge candidate)
• In an Anchorage RCT with severe differential attrition, Earobics® effects on alphabetics were not statistically significant and one subtest showed a substantively important negative effect — related
• In a Chicago quasi-experiment, Earobics®'s overall effect was not significant, but the CTOPP Sound Matching subtest showed a significant positive effect — related
• Subgroup advantages for low performers and Title I students exceed full-sample effects in two qualifying studies — related
• Lexia Early Reading outperforms no supplemental instruction on kindergarten alphabetics outcomes in Gale (2006), significant by author but not WWC calculations — related
• Superkids Reading Program improves kindergarten sound and word reading with an average effect size of +0.23 versus controls — related
• Earobics® has potentially positive effects on reading fluency, with no statistically significant fluency findings — related
• In a Los Angeles RCT, Earobics® plus Open Court improved phonological awareness but not letter knowledge, phonics, or fluency — related