Effects of Implementation Support on Children's Reading Outcomes Following an Online Early Reading Programme: A Cluster-Randomised Controlled Trial

Autor/inn/en	Roberts-Tyler, Emily J.; Roberts, Sarah E.; Watkins, Richard; Hughes, J. Carl; Hastings, Richard P.; Gillespie, David
Titel	Effects of Implementation Support on Children's Reading Outcomes Following an Online Early Reading Programme: A Cluster-Randomised Controlled Trial
Quelle	In: British Journal of Educational Technology, 54 (2023) 5, S.1373-1396 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts-Tyler, Emily J.) ORCID (Watkins, Richard) ORCID (Hughes, J. Carl) ORCID (Hastings, Richard P.) ORCID (Gillespie, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13312
Schlagwörter	Elementary School Students; Reading Programs; Electronic Learning; Program Implementation; Technical Support; Control Groups; Reading Achievement; Program Effectiveness; Responses; Teacher Student Relationship; Emergent Literacy + Suchen Sie Ihr Suchwort? Leseleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht
Abstract	Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01