Evaluating the effectiveness of supplemental computer-assisted instruction with second -grade students at-risk for developmental dyslexia.

摘要

This study investigated the effectiveness of a supplemental computer-assisted reading program, Headsprout Early Reading, with nine second-grade students at-risk for developmental dyslexia. A single-case multiple baseline design within participants was utilized using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess weekly oral reading fluency (ORF) performance. Stability of ORF performance was also evaluated during a six-week maintenance phase following completion of the program Finally, the social validity of Headsprout Early Reading was assessed through the use of a parent satisfaction survey. Multiple data analysis procedures were used to evaluate the effectiveness of the program including visual analysis, three measures of effect size, examination of mean weekly growth rates, and change in DIBELS ORF risk status. Results of the study revealed that Headsprout Early Reading was effective at improving ORF performance in seven of the nine participants. Specifically, data findings indicated that Headsprout was highly effective at improving ORF performance in five participants, moderately effective in one participant, and marginally effective in another participant. Responses from the parent satisfaction survey indicated that parents were highly satisfied with the Headsprout Early Reading program.