An investigation of blended learning to support reading instruction in elementary schools

Abstract Research is needed to address the possible benefits of blended learning as a form of reading instruction in elementary schools. Blended learning combines teacher-led instruction with digital technology. We had an opportunity to evaluate the effects of blended learning for students in kindergarten through fifth grade within a charter school network. Administrators in three schools chose to adopt a blended learning program during the 2016–2017 school year. There were 2217 students in the treatment schools. Treatment students were compared to 1504 students in three control schools where the standard form of instruction was maintained. Prior to implementation of blended learning, treatment students performed significantly below control students on a standardized reading test. At the end of the school year, treatment students showed greater gains on the reading test than control students and group differences disappeared. Further analyses revealed that reading gains were uniform across grades and ethnic categories. These outcomes point to the viability of using blended learning for reading instruction in elementary schools.