Abstract
This study investigates the differences in FastBridge reading assessment scores among sixth-grade students at a middle school in Southeast Minnesota. A sample of 266 sixth graders participated in the technology-based intervention program, Lexia PowerUp, while 35 students received additional support from a reading interventionist using the UFLI (University of Florida Literacy Initiative) Foundations curriculum. Employing a quantitative, non-experimental post hoc analysis, the research revealed that both Lexia PowerUp and UFLI: Foundations enhanced FastBridge AUTOreading scores; however, FastBridge aReading scores showed no significant changes for either program. Notably, students utilizing Lexia PowerUp consistently improved throughout the year, whereas those in the UFLI program demonstrated the most substantial gains from winter to spring. The findings affirm the effectiveness of technology-based interventions in literacy education, while also highlighting the critical need for qualified reading interventionists. This study contributes to the existing literature on the relationship between educational interventions and reading proficiency, advocating for a multifaceted approach to support struggling readers.
Date Dissertation Completed
5-2025
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Joan Sax-Bendix
Dissertation Committee Members
Joan Sax-Bendix, Katie Barofsky, Bryan Matera
Location
Winona, Minnesota
Recommended Citation
Boss, Amanda K., "Comparing FastBridge Reading Assessment Scores: Reading Interventionist vs. Lexia PowerUp for Sixth-Grade Students" (2025). Education Doctorate Dissertations. 25.
https://openriver.winona.edu/educationedddissertations/25
Unique Identifier
WSUEDD-2025-Boss-Amanda-Dissertation
Rights
All rights reserved.
Included in
Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Social and Behavioral Sciences Commons
