Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
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 (ID). Method: This paper evaluated the computerised phonics-based intervention Headsprout Early Reading® with eight students aged 7 to 19 years with severe ID. 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 development of reading skills for students with ID.
Headsprout, Phonics, Reading, computer-based learning
Herring, Emma
e37d3c30-1610-426e-8ab7-2bd84a9e6cae
Grindle, Corinna
9f0e7f2f-6053-4c81-b578-be567d3750da
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Herring, Emma
e37d3c30-1610-426e-8ab7-2bd84a9e6cae
Grindle, Corinna
9f0e7f2f-6053-4c81-b578-be567d3750da
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Herring, Emma, Grindle, Corinna and Kovshoff, Hanna
(2019)
Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading.
Journal of Applied Research in Intellectual Disabilities.
(doi:10.1111/jar.12603).
Abstract
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 (ID). Method: This paper evaluated the computerised phonics-based intervention Headsprout Early Reading® with eight students aged 7 to 19 years with severe ID. 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 development of reading skills for students with ID.
Text
Herring et al_accepted_180319
- Accepted Manuscript
More information
Accepted/In Press date: 22 March 2019
e-pub ahead of print date: 29 April 2019
Keywords:
Headsprout, Phonics, Reading, computer-based learning
Identifiers
Local EPrints ID: 429568
URI: http://eprints.soton.ac.uk/id/eprint/429568
ISSN: 1360-2322
PURE UUID: 10da9869-86d6-4fca-aee0-691aaceb20be
Catalogue record
Date deposited: 29 Mar 2019 17:30
Last modified: 16 Mar 2024 07:43
Export record
Altmetrics
Contributors
Author:
Emma Herring
Author:
Corinna Grindle
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics