Evaluating a Computer-Based Reading Programme with Children with Intellectual Disabilities: Feasibility and Pilot Research

Autor/inn/en	Roberts-Tyler, Emily J.; Hughes, John Carl; Hastings, Richard P.
Titel	Evaluating a Computer-Based Reading Programme with Children with Intellectual Disabilities: Feasibility and Pilot Research
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 1, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts-Tyler, Emily J.) ORCID (Hughes, John Carl) ORCID (Hastings, Richard P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12458
Schlagwörter	Computer Assisted Instruction; Reading Instruction; Reading Programs; Children; Students with Disabilities; Intellectual Disability; Feasibility Studies; Randomized Controlled Trials; Program Evaluation; Phonics; Beginning Reading; Instructional Effectiveness; Reading Skills; Effect Size + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Leseunterricht; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Programme evaluation; Programmevaluation; Erstleseunterricht; Unterrichtserfolg; Reading skill; Lesefertigkeit
Abstract	Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics-based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full-scale randomised controlled trial (RCT) evaluation of an online, phonics-based reading programme (Headsprout™ Early Reading; HER) with children with ID. Employing a randomised pre-test post-test group design, this study explores and trials important aspects of a RCT evaluation to inform a full-scale RCT. We also found that HER had a significant effect on reading skills when compared with 'education as usual', with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01