Evaluating the use of evidence based reading practices in special schools and classes in the Republic of Ireland and Northern Ireland and their impact on outcomes for non-vocal students and students with complex needs

  • Susan Kelly

Student thesis: Doctoral Thesis

Abstract

This research focuses on evidence-based practices to teach reading to students who are at risk or with additional educational needs. The first study evaluated the use of the Headsprout® Early Reading Programme (HER®) with 12 to 17-year-old young people from a special school setting who had a diagnosis of autism and a co-occurring intellectual disability in comparison to peers who received teaching as usual. Outcomes measured from the Diagnostic Reading Analysis (DRA) were Accuracy, Fluency, Processing Speed and Comprehension, as well as dolch word fluency and Dynamic Indicators of Early Literacy Skills® (DIBELS®) Word Use Fluency (WUF, 2007). Participants in the intervention group displayed an increase in their accuracy score (number of correct words in all passages read). One participant demonstrated an increase in words read per minute and the other participant showed a decrease in words read per minute. Both participants demonstrated a decrease in their processing speed (i.e., it took them less time to process the words they were reading), which may indicate that processing speed during reading can be improved by selecting an evidence-based reading programme like HER®.

Study 2 evaluated the current practices in teaching reading in special schools in the Republic of Ireland. Overall results indicate that teachers are using a variety of reading resources and interventions, and teachers rated “evidence-based” as an essential factor when choosing reading interventions. The results suggest that more needs to be done in terms of a consistent approach to using evidence-based reading programmes and interventions with students in special schools.

Study 3 investigated the thoughts and opinions of teachers who were teaching students who are non-vocal. (‘non-vocal’ refers to children who are unable to produce any or only able to produce very limited intelligible speech). The results suggested that there is no one framework or set of guidelines to support these teachers. Reflections throughout the interviews indicated that there is an overall lack of resources, guidelines, and support when it comes to supporting and training teachers to teach non-vocal students. The teachers felt under supported and under prepared for this complex task. This research should be used to inform policy and curriculum development in teaching reading to non-vocal students. This thesis also suggests that further research examining existing literacy practices in schools in needed.

Date of AwardMar 2023
Original languageEnglish
SupervisorClaire McDowell (Supervisor) & Julian Leslie (Supervisor)

Keywords

  • Headsprout
  • non-vocal
  • EBP

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