An evaluation of Headsprout early reading as an online parent‐mediated intervention for primary school children

Emma Gillespie, Victoria Markham, Aoife Mc Tiernan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

25 Downloads (Pure)

Abstract

Due to the Coronavirus pandemic and lengthy absences from the classroom, there is a need for large‐scale remedial programs to support young children to “catch‐up” on literacy and numeracy skills. A stratified randomized controlled trial was used to evaluate the Headsprout Early Reading (HER) program as a parent‐mediated digital literacy intervention. A between‐groups design compared differences in reading‐dependent outcome measures for 36 children assigned to one of three intervention groups: with support, without support, and waitlist‐control. Children completed significantly more episodes when parents received implementation support from the researcher compared to the without support group. Children receiving Headsprout instructions demonstrated marginally greater gains than the waitlist‐control group in posttest outcome measures; however, differences in reading outcomes were not significant between groups at posttesting. The current research provides tentative support for HER and importantly, highlights the importance of providing support for parents implementing interventions at home.
Original languageEnglish
Article number1955
Pages (from-to)653-670
Number of pages18
JournalBehavioral Interventions
Volume38
Issue number3
Early online date24 May 2023
DOIs
Publication statusE-pub ahead of print - 24 May 2023

Keywords

  • reading skills
  • Headsprout
  • literacy
  • computer‐assisted instruction
  • parent‐mediated intervention

Fingerprint

Dive into the research topics of 'An evaluation of Headsprout early reading as an online parent‐mediated intervention for primary school children'. Together they form a unique fingerprint.

Cite this