Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

Abstract

Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre-and post-measures of reading skills were conducted using the York Assessment of Reading for

Educational apps and learning: Current evidence on design and evaluation

“…For example, previous research shows the app‐based Headsprout Early Reading intervention can improve reading skills with typically developing children and those with special educational needs, compared to a range of control groups (see Roberts‐Tyler et al, 2023). Roberts‐Tyler et al (2023) extend this evidence by presenting a cluster randomised control trial with 4–7‐year‐olds and their teachers in Welsh classrooms.…”

“…For example, previous research shows the app‐based Headsprout Early Reading intervention can improve reading skills with typically developing children and those with special educational needs, compared to a range of control groups (see Roberts‐Tyler et al, 2023). Roberts‐Tyler et al (2023) extend this evidence by presenting a cluster randomised control trial with 4–7‐year‐olds and their teachers in Welsh classrooms. Results showed additional support for teachers throughout the year‐long intervention period had no impact on their delivery of the core elements of the reading programme and did not significantly improve children's reading outcomes, compared to initial training only.…”