Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Symposium #390
The Journey Begins: How Headsprout Early Reading is Working to Eliminating Illiteracy in Young Children
Monday, May 29, 2006
3:00 PM–4:20 PM
Area: EDC; Domain: Applied Research
Chair: April Heimlich (Headsprout)
Discussant: Deirdre Lee Fitzgerald (Eastern Connecticut State University)
Abstract: Headsprout Early Reading is a research based supplemental reading program, designed for typically developing 4-7 year old students. Using a scientific formative process, students using Headsprout Early Reading learn to read in just 30 hours of online instruction. Headsprout Early Reading is being used in every state in the United States as well as many counties around the world. Substantial reading gains are continually being produced by schools implementing Headsprout Early Reading. Implementation variables with regards to teacher training and program familiarity will be discussed. Data will be presented based on research in West Virginia, and Iowa. In addition videos and testimonials from consultants, teachers, students and parents using Headsprout is schools in Chicago and Iowa will also be shown.
Assessment of Headsprout Reading Basics.
VENNESSA L. WALKER (West Virginia University), Philip N. Chase (West Virginia University)
Abstract: Headsprout Reading Basics (Headsprout) is an individualized, web-based program designed to facilitate development of early reading skills such as phonics, phonemic awareness, vocabulary, fluency, and comprehension. Two experiments addressed the efficacy of Headsprout as a supplemental reading program in a classroom setting by comparing students who received Headsprout instruction to those who did not. Results for Experiment 1 were inconclusive because only 1 subject completed the Headsprout program by the end of the year due to student motivation and teacher implementation issues contributed to slow progress through the program. Experiment 2 corrected some of these issues, and also directly compared Headsprout to Compass, another web-based supplemental program for reading. Nearly half of the students completed the Headsprout program in one semester. Results indicate a strong direct training effect of Headsprout, which supports the internal validity of the program. There was no difference between the Headsprout and Compass groups on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), a standardized test of early reading aptitude, however. Discrepancies between the skills trained by Headsprout and those tested by DIBELS are discussed as a possible reason for the failure to find a significant impact of Headsprout on DIBELS performance.
Successes and Challenges Bringing the Teaching Machine to Urban Schools.
BRADLEY G. FRIESWYK (BGF Performance Systems, LLC.)
Abstract: With earmarked technology funds but a shortage of tech-savvy personnel, urban schools have had some challenges implementing the Headsprout Early Reading program and other technology based teaching systems. However, when these challenges are overcome, low performing schools are finding themselves with a delightful situation that they have not experienced in the past, first grade readers. These are some stories from Chicago and other urban districts that are currently implementing Headsprout.
Four Years of Headsprout with 150 Kindergarten Kids: And We Still Love the Turtle Song!
JOHN E. HUMPHREY (Cedar Rapids Schools)
Abstract: Longitudinal evaluation of a year-round school in Iowa that has been using Headsprout Early Reading for the last four years. Headsprout has become part of the everyday routine of students, and school faculty and has really helped to promote a reading environment. While Headsprout Early Reading has continued to be supplemental, the school has embraced a way to use Headsprout so that not only are students learning to read via the computer and in a classroom, but they are becoming confident readers so that when paired with older students everyone is working together to learn and be successful. Included are data, videos, war stories, and thoughts from working with over 100 students with Headsprout.



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