|Evaluating and Supporting the Use of Headsprout Early Reading With Diverse Learners
|Monday, May 31, 2010
|3:30 PM–4:50 PM
|Texas Ballroom Salon B (Grand Hyatt)
|Area: EDC/DDA; Domain: Applied Behavior Analysis
|Chair: Bethan Williams (Bangor University)
|Discussant: Pamela G. Osnes (Headsprout)
|Abstract: The symposium is collections of studies evaluating the use of the online reading programme Headsprout Early Reading across three populations of children with varying additional learning needs. The first study investigates the use of Headsprout Early Reading within a state funded special educational school with four children with moderate to severe learning disabilities and physical disabilities. Study two investigates the use of Headsprout Early Reading with children in a mainstream school who have English as an Additional Language. Study three investigates the benefits and the practical challenges of using Headsprout Early Reading with children with a diagnosis of autism. Some salient issues that are discussed is the additional support some learners may require to benefit fully from Headsprout Early Reading.
|Evaluating Headsprout Early Reading With Children With English as an Additional Language in a Mainstream School
|MICHAEL BEVERLEY (School of Psychology, Bangor University), J. Carl Hughes (Bangor University)
|Abstract: In one local primary school 65% of children are classed as English as an additional language (EAL); evidence that the recent rise in immigration presents new problems to teachers working in mainstream schools. This study identified five children with ELA who were reading English significantly below their peers and used Headsprout Early Reading® along with frequency-building materials developed by Headsprout® as an early reading intervention. Several phases of the study took place resulting in children reaching different levels within the programme, with two children finishing the 80 lessons. Results are discussed with reference to increased reading ability in this population, possible positive collateral effects on language, and the practical strategies required to support children in mainstream schools to engage with the programme.
|Headsprout Early Reading With Children With a Diagnosis of Autism
|CORINNA F. GRINDLE (Bangor University), J. Carl Hughes (Bangor University), Kath Huxley (Westwood ABA Class), Maria Saville (Bangor University), Melissa M. Urquidi (Bangor University)
|Abstract: A number of studies have demonstrated the effectiveness of Headsprout Early Reading (HER) with typical learners. The present study evaluated and investigated the use of HER with children with a diagnosis of Autism who attended an applied behavior analysis (ABA) early intervention programme in a school setting. Four children were selected: all had acquired generalized motor imitation and generalized identity-matching skills, and were able to sit willingly at a computer for short periods of time. For a number of children, additional discrete-trial tabletop activities were designed to supplement their successful progression through HER. Three of the four completed all 80 lessons and showed similar trials correct to those reported by typically developing learners. Results are discussed with reference to increased reading ability in this population and the practical strategies required to support children with autsim in order that they may benefit from HER programme.
|Evaluating Headsprout Early Reading With Children With Learning Disabilities
|BETHAN WILLIAMS (Msc in ABA, Bangor University, Wales), J. Carl Hughes (Bangor University), Michael Beverley (School of Psychology, Bangor University)
|Abstract: This study investigated the use of Headsprout Early Reading (HER) with four children with learning and communication disabilities in a special school setting. The study used a multiple baseline design. Four assessments were carried out: two for reading and two for language ability, on two separate occasions pre-test. The same assessments were readministered post-test. The results indicate that use of HER may have a significant positive impact on both the reading and language ability of children with learning disabilities. However, various environmental factors specific to this population need to be taken into account. In addition, carrying out certain aspects of the online programme as separate table-top activities may be helpful in making HER accessible to the learning disabled community.