Our World Begins with Reading Lexia Company History

Our World Begins with Reading

Lexia Company History • Founded in 1984 by a Team of Reading and Technology Specialists • Funded by two Federal Grants from National Institute of Health (NICHD) • Pioneered the Use of Technology to Deliver Explicit, Systematic Skills Based Instruction for Reading

Goals of Lexia Reading V 5 and the 3 -Tier Model Builds Mastery of Essential Reading Skills TIER III SUPPORT - Support core reading programs for on-level and advanced students through accelerated independent practice PREVENT – Prevent reading failure by strengthening reading skills for students who need additional practice in essential reading skills REMEDIATE - Remediate reading disabilities by providing extended practice to develop foundational reading strategies

Lexia Reading V 5 – Target Population GRADE Tier I On Level or Above K 1 At Risk Supplemental III SPED Intensive 3 4 5+ ER 20 – 30 Minutes Support Primary Reading Strategies for Older Students Core II 2 Use 2 times Per Week Prevent Early Reading Primary Reading Strategies … 3 -4 times Per Week Remediate Early Reading Primary Reading Strategies … 5 times Per Week

Overall Program Design – Content • Systematic, Structured and Sequential • Addresses the five Components of Reading as Defined by the National Reading Panel • Correlated to Core Reading Curricula, Selected State Standards and DIBELS

Overall Program Design – Students • Intrinsically Motivating with Immediate Feedback and Reinforcement • A Focused Learning Environment to Maximize Time on Task • Differentiated, Age-Appropriate, Independent Practice with Targeted Review • Intelligent Branching with Carefully Scaffolded Activities based on Performance

Overall Program Design – Students Intelligent Branching • Collects Information on Each Student's Performance • Identifies Strengths and Weaknesses Based on Student Performance • Provides Feedback and Hints Along the Way • Supplies Additional Practice when Necessary

Overall Program Design – Teachers/Administrators • Web-enabled – Access from Anywhere • Reports Identify and Group Students for Targeted Instruction • Ongoing Progress Monitoring Capabilities • Management Access for Class, School, and District • Home-to-school Connection

Lexia Reading Scope and Sequence

Scope and Sequence SKILLS DEVELOPED Early Reading Ages 4 -6 Primary Reading Ages 5 -8 PHONOLOGICAL AWARENESS Rhyming x Identifying beginning and ending sounds x Segmenting compound words and syllables x Blending compound words and syllables x Segmenting sounds x x Blending sounds x x SOS Ages 9 Adult

Scope and Sequence Early Reading Ages 4 -6 Primary Reading Ages 5 -8 SOS Ages 9 Adult Letter-sound correspondence for consonants, short vowels and consonant diagraphs x x x Identifying beginning and ending sounds and letters x x x Identifying medial sounds and letters, short and long vowels x x Segmenting, blending and manipulating sounds with letters x x Short vowel words x x Silent -e words x x Vowel –r words x x Vowel combination words x x Two-syllable words x x SKILLS DEVELOPED PHONOLOGICAL AWARENESS / PHONICS Three-syllable words x

Scope and Sequence Primary Reading Ages 5 -8 SOS Ages 9 Adult Timed discrimination of easily reversible letters x x Timed medial vowel discrimination with letters x x Automatic recognition of short vowel words x x Timed identification of simple and complex words and syllables x x Automatic recognition of words with vowel digraphs x Automatic identification of irregular words x Modeled paragraph reading x SKILLS DEVELOPED Early Reading Ages 4 -6 FLUENCY Phoneme intervals for blending and segmenting x

Scope and Sequence Primary Reading Ages 5 -8 SOS Ages 9 Adult Picture-word matching x x Categorical sorting x Pre-primer through third grade sight words x SKILLS DEVELOPED Early Reading Ages 4 -6 VOCABULARY Oral Vocabulary Picture-word matching x Reading Vocabulary x Structural Analysis Anglo-Saxon prefixes and suffixes x Latin prefixes, roots and suffixes x Greek combining forms x

Scope and Sequence Early Reading Ages 4 -6 Primary Reading Ages 5 -8 SOS Ages 9 Adult Comprehension of words x x x Use of picture support to enhance comprehension of words, phrases, sentences and paragraphs x x x SKILLS DEVELOPED COMPREHENSION Categorical and associative thinking x Word construction from syllables and prefixes, stems and suffixes x x Systematic cloze procedure comprehension of sentences, paragraphs and stories x x

Introduction to Student User Interface

Live Demonstration of a Complete Student Activity – Early Reading

Live Demonstration of a Complete Student Activity – Primary Reading

Demonstration of Student Activity Interface - SOS

Live Demonstration of a Complete Student Activity - SOS

Student Activity Selection Screen UNIT LEVEL ACTIVITY PROGRAM

Student Activity Selection Screen

Sample Activities

Sample Activities Aligned with Scope and Sequence Phonological Awareness

Early Reading Level 1 “Word Snip” – Segmenting Compound Words

Early Reading Level 1 “Word Snip” – Segmenting Syllables

Early Reading Level 1 “Word Snip” – Segmenting Phonemes

Primary Reading Level 1 “Sounds to Letters I” - Using Tokens

Primary Reading Level 1 “Sounds to Letters I” – Using Letters

Primary Reading Level 3 “Sound Change” – Sound Manipulation

Primary Reading Level 5 “Super Change” – Sound Manipulation

Primary Reading Level 4 “Pirate Ship” – Medial Vowel Discrimination

SOS Level 1 “Short Vowel Sounds” – Initial Vowel Discrimination

SOS Level 1 “Sort b, d, p” – Auditory Sort

SOS Level 2 “Short & Long Vowels” – Auditory Sort

SOS Level 5 “Anglo Saxon” – Dictated -ed endings

Sample Activities Aligned with Scope and Sequence Phonics and Word ID

Early Reading Level 2 “Consonant Tree” – Initial Consonant Sound (bean)

Primary Reading Level 1 “Consonant Castle” – Initial and Final Consonants

Primary Reading Level 3 “Silent -e Score” – Constructing Dictated Words

Primary Reading Level 4 “Word Stairs” – Vowel-r combinations

Primary Reading Level 5 “Elevator” – Construct and Read 2 -syllable words

SOS Level 4 “Syllable Types” – Sorting and Constructing

SOS Level 4 “ 2 Sounds of C & G” – Sorting and Constructing

SOS Level 4 “ 3 Syllable Words” – Constructing and Reading Words

Primary Reading Level 5 “Add It” – Structural Analysis

SOS Level 5 “Latin” – Prefixes and Suffixes

Sample Activities Aligned with Scope and Sequence Fluency

Primary Reading Level 3 “Fast Find” – Timed Picture-Word Match

Primary Reading Level 4 “Pirate Ship” – Timed Word ID

Primary Reading Level 2 “Sight Word Search”– Timed Word ID

Primary Reading Level 1 “Sort b, d, p” – Timed Visual Sort

SOS Level 3 “ 2 Syllable Words II” – Timed Word Construction

Sample Activities Aligned with Scope and Sequence Vocabulary

Early Reading Level 1 “Rhyme Time” – Rhyming Words (fin, bake, cake)

Primary Reading Level 2 “Sight Word Search II” – Identifying Words (are)

Primary Reading Level 2 “Sight Word Search II” – Word Construction (are)

Primary Reading Level 2 “Sight Word Search II” – Dictated Sentence Completion (are)

Primary Reading Level 3 “Fast Find” – Picture-Word Matching

Primary Reading Level 4 “Group It” - Categorization

SOS Level 5 “Root Meanings” – Directional Prefixes and their Meanings

SOS Level 5 “Root Meanings” – Directional Prefixes and their Meanings

SOS Level 5 “Greek” – Meanings of Combining Forms

Sample Activities Aligned with Scope and Sequence Comprehension

Early Reading Level 2 “Consonant Tree” – Picture-Word Meaning

Primary Reading Level 2 “Picture Word Match” – Pictures and Phrases

Primary Reading Level 2 “Picture Word Match” – Pictures and Phrases

Primary Reading Level 2 “Picture Word Match” – Pictures and Phrases

Primary Reading Level 4 “Group It” – Categories and Relationships

Primary Reading Level 3 “Sight Word Search III” – Dictated Sentence Completion

Primary Reading Level 4 “Word Stairs” – Sentence Completion

Primary Reading Level 4 “Word Hunt” – Paragraph Completion and Reading

Primary Reading Level 4 “Word Hunt” – Paragraph Completion and Reading

Primary Reading Level 5 “Elevator” – Stories

SOS Level 2 “Sentences and Paragraphs” – Sentence Completion

SOS Level 2 “ 2 Syllable Words” – Sentence Completion

SOS Level 5 “Special Accents” – Sentence Completion

SOS Level 3 “Paragraphs I” – Paragraph Completion

SOS Level 4“Paragraphs II” – Paragraph Completion

Lexia Learning Systems Research

Efficacy and Outcomes Research Requirements • Random Assignment by Class to Treatment and Control Groups • Representative Samples of Students • Pre- and Post-testing using Standardized Measures (Gates Mac. Ginitie, Woodcock-Johnson III, GRADE) • Research Consultants Affiliated with Established Research Institutions • Sufficient Implementation • Peer-Reviewed Publications

Efficacy and Outcomes Research Kindergarten Study • Lexia Early Reading • 3 Treatment, 3 Control Classes • Matched Classes – same teacher, classroom, and curriculum

Efficacy and Outcomes Research Kindergarten Results All children Low performers

Efficacy and Outcomes Research Peer-Reviewed Publication Kindergarten Findings published in: Reading Psychology, 2008, Vol. 29 (3) “The Efficacy of Computer Assisted Instruction for Advancing Literacy Skills in Kindergarten Children”

Efficacy and Outcomes Research First Grade Study • 5 Treatment, 5 Control Classes • 83 Students in Treatment Group, 84 Students in Control Group • Sub analysis – Title I (15 students in treatment group, 15 students in control group)

Efficacy and Outcomes Research First Grade Results Title I Students Lexia Students

Efficacy and Outcomes Research Peer-Reviewed Publication Title 1 findings published in: the Journal of Research in Reading v 29 (2), May 2006 “The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students”

Efficacy and Outcomes Research Second Grade Study • 7 Treatment, 4 Control Classes • Students (41 students in each group) Matched Pretest Scores Decoding Subtest Findings published in International Dyslexia Association’s Perspectives on Language and Literacy Summer 2007 issue

Efficacy and Outcomes Research Third Grade Study • 13 Treatment, 5 Control Classes • Lower Performers • 46 Students in Treatment Group, 65 Students in Control Group Reading Comprehension Subtest Findings published in International Dyslexia Association’s Perspectives on Language and Literacy Summer 2007 issue

Efficacy and Outcomes Research Lexia Middle School Study • Remedial Reading Classes: 47 Subjects (31 SPED students) • Identical Instruction • Treatment Students Averaged 50 Sessions using Lexia SOS • Woodcock Johnson III Assessment Tool

Efficacy and Outcomes Research Middle School Results

Efficacy and Outcomes Research Teacher Survey Results

Efficacy and Outcomes Research Summary • Lexia Contributed to Reading Gains in Grades Pre. K - 3 and Middle School • Gains Most Evident for Low Performers • Results are Consistent with other Published Data • Teachers Support the Use of the Programs

Efficacy and Outcomes Research Ongoing Research • Data Analyses in Progress for Pre-K, Kindergarten and Sixth Grade Data Collected During the 2006 -2007 School Year • Significant Findings and Manuscripts in Preparation • Large-Scale Study Underway in Ennis, TX • K (N=425) • 1 st (N=252) • 2 nd (N=257) • Subgroups of Bilingual Students

Professional Development

Professional Development for Lexia Representatives • • • Annual Summer Conference Ongoing Training of Representatives Online Seminars Dedicated Website of Resources Representative Advisory Board Live Phone Support

Professional Development for Users • On-site Half-day Hands-on Training • Teacher Materials: program guide, quick reference cards, best practices document, reports sampler, 3 -tier model, scope and sequence, basal correlations, welcome pack, classroom materials (puppets, stickers, posters, charts, certificates), correspondence templates to communicate with parents • • My. Lexia Site for Resources Customer Newsletter Regional User Groups (US and UK) Live Phone Support

Administration Module Demonstration

Student Detailed Skills Report - Overview

Student Detailed Skills Report – “Short Vowel Bridge”

Questions?