Jen Elise Prescott|Kristine Bundschuh|Elizabeth R. Kazakoff|Paul Macaruso
Elementary school–wide implementation of a blended learning program for reading intervention
Community College of Rhode Island
authors examined implementation blended learning program literacy instruction across kindergarten grade 5 title urban elementary school including population students 18 english learners student progress online component blended learning program significant predictor growth reading performance standardized reading assessment group reading assessment diagnostic evaluation pearson assessment boulder co controlling student grade level initial student skill level english learner status however students kindergarten grade 2 showed substantial gains students later grades results suggest benefit blended learning approach literacy instruction diverse crosssection students particularly beginning instruction early grades