The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores

Abstract Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the effects of a computer-adaptive supplementary reading program on fifth-grade students’ achievement. Using propensity score matching create equivalent groups 450 students for both control intervention (N = 900), quasi-experimental design was employed examine changes overall, comprehension, vocabulary, achievement scores who used this as compared those did not. Students from eight school districts 108 schools Southeastern state were matched based demographics initial ability, Title I status their schools. group received at least 30 min per week supplemental instruction between months September May. Mean differences pre- post-test identified that utilizing computer adaptive curriculum had statistically significant higher gains than overall reading, comprehension with small effect sizes. The findings support use improving outcomes among these students.