Date
Publisher
LXD Research
This correlational study examined the relationship between consistent engagement with BuddyBooks, an AI-powered assistive reading platform, and literacy outcomes among 107 elementary students with dyslexia in grades 2–5 in an East Texas public school district during the 2024-2025 academic year. BuddyBooks uses Automatic Speech Recognition and a co-reading model to provide immediate, individualized feedback on oral reading fluency and accuracy. Students were classified as Consistently Engaged (n = 53) if they maintained at least 10 minutes of focused reading in 75% or more of their engaged weeks, or Inconsistently Engaged (n = 54) if they did not meet this threshold. Linear regression analyses controlling for baseline performance and minority status revealed significant associations between consistent engagement and improved reading outcomes. Consistently Engaged students demonstrated significantly higher i-Ready end-of-year scores (adjusted M=520.5 vs. 509.0, Cohen's d = 0.42) and greater fall-to-spring growth (46 vs. 34.5 points, p < .05). They also had 2.8 times higher odds of meeting individualized i-Ready growth targets (81% vs. 61%, p < .05). For grades 4–5 students (n = 54), Consistently Engaged students showed significantly higher year-over-year STAAR growth (117 vs. 66 points, Cohen's d = 0.73, p < .05). Findings suggest that consistent, sustained engagement with AI-powered reading platforms, rather than total exposure time, is associated with meaningful literacy gains for students with dyslexia. Results have implications for implementing technology-enhanced literacy interventions in resource-constrained educational settings, though causal inferences are limited by the correlational design.
Study at a glance
- Question: Is consistent engagement with an AI reading platform associated with improved reading outcomes for students with dyslexia?
- Setting and data: 107 elementary students with dyslexia in grades 2–5, East Texas public school district, 2024–2025 academic year.
- Method: Correlational study using linear regression analysis controlling for baseline performance and minority status.
Why it matters
Understanding how engagement patterns relate to literacy gains helps educators implement technology-enhanced interventions effectively for students with dyslexia in resource-constrained settings.
Key findings
- Consistently engaged students achieved significantly higher end-of-year i-Ready reading scores (adjusted average 520.5 versus 509.0) and greater fall-to-spring growth (46 versus 34.5 points).
- Consistently engaged students had 2.8 times higher odds of meeting their individualized i-Ready growth targets (81% versus 61%).
- In grades 4–5, consistently engaged students achieved significantly higher year-over-year STAAR reading growth (117 versus 66 points).
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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Study design
