Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Catherine Storey, Claire McDowell, Julian Leslie

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time.
LanguageEnglish
Pages285-293
Number of pages9
JournalBehavioral Interventions
Volume32
Issue number3
Early online date2 Apr 2017
DOIs
Publication statusPublished - 9 Jul 2017

Fingerprint

Reading
Time and Motion Studies
Waiting Lists
Internet
Therapeutics
Efficacy
Research
Literacy Skills
Literacy
Reading Fluency
At-risk children
Group Treatment
Word Recognition
Phonics
Supervision
World Wide Web

Cite this

@article{57e8ed4be3514c6fa5813d896bede6e9,
title = "Evaluating the efficacy of the Headsprout{\circledC} reading program with children who have spent time in care",
abstract = "This study investigated whether Headsprout{\circledC}, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout{\circledC} treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText{\circledC} lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText{\circledC} learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText{\circledC} with at‐risk children though more research is clearly warranted at this time.",
author = "Catherine Storey and Claire McDowell and Julian Leslie",
note = "Acceptance evidence listed at the top of the final published article",
year = "2017",
month = "7",
day = "9",
doi = "10.1002/bin.1476",
language = "English",
volume = "32",
pages = "285--293",
journal = "Behavioral Interventions",
issn = "1072-0847",
number = "3",

}

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care. / Storey, Catherine; McDowell, Claire; Leslie, Julian.

In: Behavioral Interventions, Vol. 32, No. 3, 09.07.2017, p. 285-293.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

AU - Storey, Catherine

AU - McDowell, Claire

AU - Leslie, Julian

N1 - Acceptance evidence listed at the top of the final published article

PY - 2017/7/9

Y1 - 2017/7/9

N2 - This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time.

AB - This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time.

UR - https://pure.ulster.ac.uk/en/publications/evaluating-the-efficacy-of-the-headsprout-reading-program-with-ch-2

U2 - 10.1002/bin.1476

DO - 10.1002/bin.1476

M3 - Article

VL - 32

SP - 285

EP - 293

JO - Behavioral Interventions

T2 - Behavioral Interventions

JF - Behavioral Interventions

SN - 1072-0847

IS - 3

ER -