Abstract

This experimental mixed-methods study explores what happens to student Lexile scores when they use closed captioning. The quantitative data analysis procedures involved in this experimental study consisted of utilizing two-sample t-tests to compare the iReady Lexile scores of the participants [n=38] to that of the researched district students [n=810] that were not using closed captioning in this study. The researcher required participants to complete a baseline iReady test to determine their preexisting Lexile levels. Then after the study, participants both in the researched district and in the study, itself were required to complete an iReady post-test to determine their respective Lexile growth in the four areas of reading, which are overall growth, vocabulary, comprehension of literary text, and comprehension of informational text. The independent variable in this study was the use of the enabled closed captioning tool found on the participants' devices. The dependent variable was the Lexile scores that were computed using the iReady Lexile exam.

The researcher collected the qualitative data using a variety of observational logs, personal interviews, and pre- and post-surveys that the researcher disseminated to students using the Qualtrics system. Once these data were collected, theming and phenomenology analysis were used to identify themes and student emotions/reactions that emerged throughout this study. The themes that emerged from participants involved in the study included the belief in increasing Lexile levels, no effect on vocabulary, and enjoyment of using closed captioning.

Recommended Citation

Pruitt, Jim L. (2023) "The Impact of Closed Captioning and Student Lexile Reading Levels," Journal of Educational Leadership in Action: Vol. 8: Iss. 3, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1130
Available at: https://digitalcommons.lindenwood.edu/ela/vol8/iss3/1