Emily J. Roberts-Tyler

Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of Basic Early Literacy Skills® measure online before randomisation and 1 year later. Fifty‐five SEN schools (382 children) were randomised to HER® or EAU. Children in HER® schools made no additional progress in reading, on average, compared to children in EAU schools (Hedges' g = −0.01, 95% CI [−0.28, 0.26]). HER® seemed to have a positive impact on oral reading fluency (IRR = 0.77, 95% CI [0.60, 0.98] SE = 0.1), but these data were only available for 55% of children. Intervention compliance was low, with only ten children completing ≥40% of HER®. HER® was not implemented as planned and attrition was relatively high in the intervention group, compared with EAU. It is therefore difficult to draw firm conclusions. We successfully recruited SEN schools and children, suggesting large‐scale RCTs in SEN schools may be feasible; however, challenges must first be overcome to ensure acceptable implementation. ISRCTN 46208295.

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. Practitioner notes: What is already known about this topic: 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). Implementation can still affect outcomes when using educational technology, and without follow‐up support after training, implementation of educational interventions is often poor and outcomes reduced. The extent to which this is the case when the core element of an intervention is computer or app‐delivered is not yet clear. What this paper adds: We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners. We also found the implementation support did not affect delivery of the core, app‐delivered element of the programme. However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app‐based learning and teacher intervention for learners who require further support. Implications for practice and policy: These findings have implications for providing access to high quality 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, the findings of this study identify some potential risk of an over‐reliance on technology to facilitate the learning of all learners accessing the programme. 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.

Statistics relating to special schools indicate very low rates of basic literacy. However, there is very little information available regarding typical instruction in these settings and, therefore, no clear picture of the potential barriers precluding the improvement of reading skills in special schools. The current paper investigated current practices in conventional early reading instruction (i.e., instruction involving the development of reading abilities using traditional orthography) with children in special schools and, in particular, children with intellectual disabilities. One hundred and ninety teachers participated in the survey, which aimed to: collate information on current practices related to conventional early reading instruction for children with intellectual disabilities in special schools across the United Kingdom (UK); investigate the putative effects of age and severity of intellectual disabilities on teachers’ choice of instructional approaches; and examine teachers’ perceptions of barriers to improving reading skills in this population. Age and severity of intellectual disability were associated with different responses relating to the choice of approaches and expectations. Access to training and suitable curricula were seen as greater barriers to improving reading skills than time or staffing.

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.

Evidence suggests that reading interventions found to be effective with typically developing children may also be effective with children with developmental disabilities (DD). The Headsprout® Early Reading programme (HER) is an online reading programme accessible at home or at school. Previous research using HER with children with DD has been delivered by trained staff in special school contexts. However, access to trained staff is limited, and many children with DD do not attend special schools. These factors may limit the number of children able to benefit from a potentially effective intervention. Training and involving parents to support their child’s reading may increase the number of children who might benefit, and also reflects current education policy. We examined the feasibility of using HER with five children with Down Syndrome in a six‐month parent mediated intervention. Standardised tests of reading ability carried out pre‐post intervention, showed that skills with phoneme segmentation improved following HER, and word reading age improved on average 13 months (range 6 to 20 months). These data are promising and support a rationale for larger evaluation studies.

In this case study, we describe the work undertaken since 2004 in the journey to develop a collaborative model of working aimed at building the capacity and relevance of education research and evaluation across the North Wales region. The work has culminated in 2017 with the creation of a collaborative research institute, the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). CIEREI is a formal strategic collaboration between GwE (the Regional School Effectiveness and Improvement Service for North Wales), Bangor University, schools, and other bodies and institutions interested in education outcomes. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in school- led, co- constructed close- to- practice impact research. CIEREI's establishment is the third phase in the development of a regional research and evaluation collaboration across North Wales.

Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehension®. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.

Many children with Intellectual and Developmental Disabilities (IDD) have considerable difficulty learning basic reading skills. Increasing evidence suggests individuals with IDD may benefit from instruction incorporating components of reading found to be effective for typically developing children. However, little research into reading instruction for children with IDD has incorporated these components. There is evidence for the efficacy of Headsprout® Early Reading program for typically developing children, and emerging evidence suggesting that children with autism can benefit from the program. The current study investigated the accessibility of Headsprout® Early Reading for children with IDD, and whether there were any measurable effects of the program on important early reading and language skills. Six children aged between 7 and 14 years with mild to moderate IDD completed the program, and all made measurable improvements across reading measures, demonstrating children with mild to moderate IDD can access (i.e., progress through and benefit from) the program.