Research Portal

Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Research output: Contribution to journal › Article › peer-review

Standard Standard

Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial. / Grindle, Corinna; Murray, Clodagh ; Hastings, Richard et al.
In: Journal of Research in Special Educational Needs, Vol. 21, No. 4, 10.2021, p. 334-344.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Grindle, C, Murray, C, Hastings, R, Bailey, T, Forster, H, Taj, S, Paris, A, Lovell, M, Jackson Brown, F & Hughes, C 2021, 'Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial', Journal of Research in Special Educational Needs, vol. 21, no. 4, pp. 334-344. https://doi.org/10.1111/1471-3802.12531

APA

Grindle, C., Murray, C., Hastings, R., Bailey, T., Forster, H., Taj, S., Paris, A., Lovell, M., Jackson Brown, F., & Hughes, C. (2021). Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial. Journal of Research in Special Educational Needs, 21(4), 334-344. https://doi.org/10.1111/1471-3802.12531

CBE

Grindle C, Murray C, Hastings R, Bailey T, Forster H, Taj S, Paris A, Lovell M, Jackson Brown F, Hughes C. 2021. Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial. Journal of Research in Special Educational Needs. 21(4):334-344. https://doi.org/10.1111/1471-3802.12531

MLA

Grindle, Corinna et al. "Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial". Journal of Research in Special Educational Needs. 2021, 21(4). 334-344. https://doi.org/10.1111/1471-3802.12531

VancouverVancouver

Grindle C, Murray C, Hastings R, Bailey T, Forster H, Taj S et al. Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial. Journal of Research in Special Educational Needs. 2021 Oct;21(4):334-344. Epub 2021 Jul 13. doi: 10.1111/1471-3802.12531

Author

Grindle, Corinna ; Murray, Clodagh ; Hastings, Richard et al. / Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial. In: Journal of Research in Special Educational Needs. 2021 ; Vol. 21, No. 4. pp. 334-344.

RIS

TY - JOUR

T1 - Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

AU - Grindle, Corinna

AU - Murray, Clodagh

AU - Hastings, Richard

AU - Bailey, Tom

AU - Forster, Helen

AU - Taj, Sabia

AU - Paris, Andreas

AU - Lovell, Michael

AU - Jackson Brown, Freddy

AU - Hughes, Carl

PY - 2021/10

Y1 - 2021/10

N2 - Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty-five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre- and post-intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post-intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.

AB - Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty-five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre- and post-intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post-intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.

U2 - 10.1111/1471-3802.12531

DO - 10.1111/1471-3802.12531

M3 - Article

VL - 21

SP - 334

EP - 344

JO - Journal of Research in Special Educational Needs

JF - Journal of Research in Special Educational Needs

SN - 1471-3802

IS - 4

ER -