Improving early reading skills for beginning readers using an online programme as supplementary instruction

Tyler, Emily; Hughes, J. Carl; Beverley, Michael; Hastings, Richard P.

doi:10.1007/s10212-014-0240-7

Cited by 21 publications

(15 citation statements)

References 20 publications

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“…The HER treatment group experienced a significant and substantial improvement of 48.4 words from pre-intervention to postintervention on this measure in comparison with the TAU group. This study adds to a growing body of the literature that demonstrates the positive effects of HER on children's literacy skills, when delivered either as one-to-one, small group or classroom-based programs (Grindle et al 2013;Huffstetter et al 2010;Layng et al 2003Layng et al , 2004Storey et al 2017;Tyler et al 2015).…”

Section: Discussionmentioning

confidence: 89%

“…Headsprout © incorporates four key learning frameworks consistent with effective and systematic instruction; reduced errors; clear mastery criterion; guided practice; and cumulative review and application. The program meets the NRP's 2000guidelines for evidence-based instruction in early reading, and a growing body of literature has demonstrated that HER produces positive results in improving literacy skills of individuals with ADHD, autism and typically developing learners, within classroom and home-based settings (Clarfield and Stoner 2005;Grindle et al 2013;Huffstetter et al 2010;Layng et al 2003Layng et al , 2004Tyler et al 2015;Whitcomb et al 2011). In addition, the computer-based delivery of the program does not place additional pressure on staffing levels, time or resources, as one staff member can act as a program facilitator for small group instruction.…”

Section: Introductionmentioning

confidence: 99%

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Headsprout Early Reading for Specific Literacy Difficulty: A Comparison Study

2019

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This study compared the efficacy of the Headsprout © Early Reading (HER) program with SENCO-delivered supplementary literacy instruction. Participants were primary school children (aged 6-9) in receipt of free school meals and supplementary literacy instruction. Data were collected within their school setting. The treatment group received HER intervention, while the treatment as usual (TAU) group received SENCO-delivered intervention, inclusive of guided reading, paper-based phonics training and word recognition tasks. It was hypothesized that children in the HER intervention group would significantly outperform those in the TAU group on measures of word/non-word recognition and sentence reading over a 7-month period. Thirty-two pupils with specific literacy difficulty were randomized to either HER (n = 17) or TAU (n = 15). Literacy skills were assessed using the Phonics and Early Reading Assessment pre-and post-intervention. ANOVA and t test analysis found that HER made significantly greater gains on measures of word/non-word recognition [t(30) = 7.55, p < 0.001], sentence reading [t(30) = 3.33, p < 0.05] and sight words [t(30) = 4.23, p < 0.001] than the TAU group. This study is the first to demonstrate stronger outcomes for children receiving computer-aided instruction over SENCO-delivered literacy instruction in a Northern Irish School.

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Section: Discussionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Headsprout Early Reading for Specific Literacy Difficulty: A Comparison Study

2019

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“…It is important to note, however, that total time exposed to HER was lower than in previous studies. The children spent on average 11 hours and 39 minutes engaging with HER over the 6 months of the intervention period, compared to an average duration of 21 hours and 27 minutes in Tyler et al .’s study ().…”

Section: Resultsmentioning

confidence: 99%

“…Further to this, there are additional fluency materials to be delivered one-to-one to provide extra support for children who require it. In addition to an empirically informed development process (Layng et al, 2003), there is increasing evidence suggesting that HER can help improve reading skills for many children, including typically developing children (Huffstetter, et al, 2010;Twyman, Layng, & Layng, 2011;Tyler et al, 2015a) children with ADHD (Clarfield & Stoner, 2005), and children with ID and/or autism (Grindle et al, 2013;Tyler et al, 2015b).…”

Section: Headsprout Early Readingmentioning

confidence: 99%

Parent‐Mediated Online Reading intervention for children with Down Syndrome

Grindle¹,

Tyler²,

Murray

et al. 2019

Support for Learning

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Evidence suggests that reading interventions found to be effective with typically developing children may also be effective with children with developmental disabilities (DD). The Headsprout® Early Reading programme (HER) is an online reading programme accessible at home or at school. Previous research using HER with children with DD has been delivered by trained staff in special school contexts. However, access to trained staff is limited, and many children with DD do not attend special schools. These factors may limit the number of children able to benefit from a potentially effective intervention. Training and involving parents to support their child’s reading may increase the number of children who might benefit, and also reflects current education policy. We examined the feasibility of using HER with five children with Down Syndrome in a six‐month parent mediated intervention. Standardised tests of reading ability carried out pre‐post intervention, showed that skills with phoneme segmentation improved following HER, and word reading age improved on average 13 months (range 6 to 20 months). These data are promising and support a rationale for larger evaluation studies.

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“…Headsprout automatically tracks learners' performances and adjusts instruction to the appropriate level, requiring children to practice skills until they can perform them at mastery level (Twyman, Layng, & Layng, ). Headsprout was designed as an individualized reading intervention to provide additional support for typically developing pupils, and much research has demonstrated its effectiveness with this population (Huffstetter, King, Onwuegbuzie, Schneider, & Powell‐Smith, ; Twyman, Layng, & Layng, ; Tyler, Hughes, Beverley, & Hastings, ).…”

Section: Introductionmentioning

confidence: 99%

Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading

Herring

Grindle

Kovshoff

2019

Research Intellect Disabil

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Background Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities. Method This paper evaluated the computerized phonics‐based intervention Headsprout Early Reading® with eight students aged 7–19 years with severe intellectual disability. Six children were verbal, two were non‐verbal. Four students completed Headsprout as it was designed for typically developing children, and four students accessed two adapted version of the intervention. Additional table‐top teaching was used to support the intervention for some participants. Results Verbal students improved in initial sound fluency, nonsense word reading, and word recognition, but did not show improvements in phonemic segmentation, regardless of whether or not they accessed the original or adapted intervention. Conclusions The findings suggest that Headsprout Early Reading can be used to support the development of reading skills for students with intellectual disability.

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Improving early reading skills for beginning readers using an online programme as supplementary instruction

Cited by 21 publications

References 20 publications

Headsprout Early Reading for Specific Literacy Difficulty: A Comparison Study

Headsprout Early Reading for Specific Literacy Difficulty: A Comparison Study

Parent‐Mediated Online Reading intervention for children with Down Syndrome

Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading

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