DOCSLIB.ORG

Effects of Headsprout Early Reading Program on Students with Autism Spectrum Disorder

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Effects of Headsprout Early Reading Program on Students with Autism Spectrum Disorder Effects of HeadSprout Early Reading Program on Students With Autism Spectrum Disorder DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Qingqing Xia, M.A. Graduate Program in Educational Studies The Ohio State University 2019 Dissertation Committee: Dr. Laurice Joseph, Adviser Dr. Moira Konrad Dr. Sheila Alber-Morgan Copyrighted by Qingqing Xia 2019 Abstract Current literature has suggested that HeadSprout Early Reading is an effective reading curriculum for typical developing students and students identified with reading risk. However, the effectiveness of HeadSprout Early Reading has been examined on only four participants with low-incidence disabilities. Therefore, the purpose of this study is to investigate the effects of HeadSprout Early Reading as a supplementary reading curriculum on reading skills of students with autism spectrum disorders. The researcher used a single-subject multiple probe design across three kindergartens identified with autism spectrum disorder. Participants’ acquisition of letter-sound correspondence and nonsense word fluency was measured through verbal response to presented letter/patterns of letters flash cards and The Dynamic Indicators of Basic Early Literacy Skills Nonsense Word Fluency. Visual analysis and descriptive statistics were used to evaluate the effectiveness of HeadSprout Early reading. Results indicated that HeadSprout Early Reading can improve letter-sound correspondence for individuals with autism. ii Dedication Dedicated to my family iii Acknowledgments I would like to express my gratitude to my research advisor, Dr. Joseph, as well as my dissertation defense committee: Dr. Alber-Morgan and Dr. Konrad. All of you have helped me in developing this research design. iv Vita 2010- 2014…………………………...Bachelor of Arts in General Psychology The Ohio State University, Columbus, OH 2014 – 2015………………………..........Master of Arts in School Psychology The Ohio State University, Columbus, OH 2015- 2018…………………………………………Mental Health Consultant Child Development Council of Franklin County Head Start, Columbus, OH 2018- Present………………………………………..School Psychology Intern Dallas Independent School District, Dallas, TX v Publications Ginns, D., Joseph, L. M., Tanaka, M., & Xia, Q. (2019). Supplemental phonological awareness and phonics instruction for Spanish-speaking English learners: Implications for school psychologists. Contemporary School Psychology, 23, 101- 111. Ross, K., Hall, J., Xia, Q., & Dahlstrom, C. (2017), SASP Chapter Spotlight – The Ohio State University. The School Psychologist, 71, 38-41. Xia, Q., Ross, K., Philson, S., Amspaugh, L., Myrtil, M., Joseph, L., Alber-Morgan, S. (2016). Evaluating Tier 1 Open Court Reading Foundations Skills Program on DIBELS Benchmark performance for Children Enrolled in an Urban School District. Ohio School Psychologists Association. (Abstract) Amspaugh, L., Ross, K., Xia, Q., & Myrtil, M. (2016). Effects of a Tier-One Reading Program Across Primary Grades. National Association of School Psychologists. (Abstract) Major Field: Educational Studies vi Table of Contents Abstract .......................................................................................................................... ii Dedication ..................................................................................................................... iii Acknowledgement ......................................................................................................... iv Vita .................................................................................................................................v Publications ................................................................................................................... vi List Of Tables ...............................................................................................................xiv List Of Figures .............................................................................................................. xv Chapter 1: Introduction ....................................................................................................1 Definition Of Autism Spectrum Disorder .....................................................................1 Reading Skills For Students With Autism ....................................................................3 Prereading Skills ........................................................................................................4 Decoding....................................................................................................................5 Vocabulary.................................................................................................................6 Fluency ......................................................................................................................6 Comprehension ..........................................................................................................7 Effective Online Reading Instruction For Students With Autism ..................................9 Purpose Of The Study ................................................................................................ 12 vii Significance Of The Study ......................................................................................... 12 Research Questions .................................................................................................... 13 Definitions Of Terms ................................................................................................. 14 Chapter 2: Literature Review ......................................................................................... 15 The Importance Of Beginning Reading Skills ............................................................ 15 The Benefits Of Phonics Instructions ......................................................................... 16 Effects Of Phonics Instruction With Intellectural Disability ....................................... 18 Interventions With Multiple Reading Elements ........................................................ 19 Interventions With Prompting Procedures ................................................................ 19 Effects Of Phonics Instruction With Autism Spectrum Disorder .............................. 20 Findings From Review ............................................................................................. 21 Participants ........................................................................................................... 21 Design ................................................................................................................... 22 Intervention ........................................................................................................... 22 Settings ................................................................................................................. 23 Dependent Variable ............................................................................................... 23 Findings ................................................................................................................ 23 Importance Of Phonics Instruction For Primary Grade Children ................................. 24 Types Of Systematic Phonics Reading Instruction ..................................................... 25 Best Practice With Phoincs Instruction ....................................................................... 28 viii Introduction to HeadSprout Early Reading ................................................................. 30 Online Episodes .................................................................................................... 31 Sprout Stories ........................................................................................................ 31 Flash Cards ........................................................................................................... 32 Systematic Review On Effects Of HeadSprout Early Reading ................................... 33 Results ..................................................................................................................... 33 Participants ........................................................................................................... 34 Settings ................................................................................................................. 35 Independent Variable ............................................................................................ 37 Designs ................................................................................................................. 39 Dependent Measures And Intervention Effects ...................................................... 39 Findings ................................................................................................................ 39 Social Validity ...................................................................................................... 43 Implications And Limitations ................................................................................ 44 Chapter 3: Method ......................................................................................................... 46 Participants ................................................................................................................ 46 Screening ..................................................................................................................
Load more

Recommended publications
  • Local Literacy Plan Read Well by Third Grade
    April 2018 Bemidji Area Schools Local Literacy Plan Read Well by Third Grade Bemidji School District #0031-01 502 Minnesota Ave. NW Bemidji, MN 56601 Ph. 218-333-3100 Literacy Goals and Needs Assessment Kindergarten Goals: 1. Kindergarten students will improve their overall Mean RIT score from 140.3 in Fall 2017 to 158.1 in Spring 2018 as measured by NWEA MAP. 2. By May of 2018, 75 % of kindergarten students will correctly read at least 80 % of the words on the Kindergarten Sight Word Checklist (Houghton Mifflin high-frequency words) within 3 seconds when presented in isolation. Kindergarten Data 1. Letter Sound Fluency: In 2016–2017, the following percentages of kindergarten students met the AIMSweb benchmark target (Tier 1). Scores significantly discrepant (below 60% at Tier I) from the norm are shown in red: Student Group Fall 2016 Winter 2017 Spring 2017 All Students 57.0% 59.0% 64.0% American Indian Students 40.4% 45.4% 53.1% White Students 60.7% 62.4% 66.5% Students Receiving Free/Reduced Lunch 47.0% 49.0% 53.0% Students Not Receiving Free/Reduced Lunch 62.6% 66.1% 71.3% Special Education Students 59.2% 62.0% 55.5% General Education Students 56.3% 58.6% 64.6% ● If the curriculum and core instruction are effective, at least 80% of students should be meeting the target. Data over the past three years indicates that students are not achieving at expected levels in letter sound fluency. 2. 2017-2018 MAP Reading RIT Scores: The table below indicates the average MAP RIT Scores for Fall, Winter, and Spring 2017-2018 for all kindergarteners.
    [Show full text]
  • Alphabetic Principle, Word Study, and Spelling Definitions Match the Key Concept to Its Definition by Writing the Letter in the Correct Blank
    AP HANDOUT 2A Alphabetic Principle, Word Study, and Spelling Definitions Match the key concept to its definition by writing the letter in the correct blank. Set A 1. ______ decoding A. Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words 2. ______common sound B. Sound that a letter most frequently makes in a word 3. ______decodable texts C. Vowels and certain consonant sounds that can be prolonged during pronunciation and are easier to say without being distorted 4. ______ encoding D. Engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught 5. ______ alphabetic E. Process of converting printed words into their spoken principle forms by using knowledge of letter-sound relationships and word structure 6. ______ continuous F. Process of converting spoken words into their written sounds forms (spelling) SET B 7. ______ sounding out G. Words in which some or all of the letters do not represent their most common sounds 8. ______ letter H. Groups of consecutive letters that represent a particular recognition sound(s) in words 9. ______ irregular words I. Ability to distinguish and name each letter of the alphabet, sequence the letters, and distinguish and produce both upper and lowercase letters 10. ______ regular words J. Relationships between common sounds of letters or letter combinations in written words 11. ______ stop sounds K. Words in which the letters make their most common sound 12. ______ letter-sound L. Process of saying each sound that represents a letter(s) in correspondences a word and blending them together to read it 13.
    [Show full text]
  • The End of Illiteracy?
    The End of Illiteracy? The Holy Grail of Clackmannanshire TOM BURKARD CENTRE FOR POLICY STUDIES 57 Tufton Street London SW1P 3QL 1999 THE AUTHOR Tom Burkard is the Secretary of the Promethean Trust and has published several articles on how children learn to read. He contributed to the 1997 Daily Telegraph Schools Guide, and is a member of the NASUWT. His main academic interest is the interface between reading theory and classroom practice. His own remedial programme, recently featured in the Dyslexia Review, achieved outstanding results at Costessey High School in Norwich. His last Centre for Policy Study pamphlet, Reading Fever: Why phonics must come first (written with Martin Turner in 1996) proved instrumental in determining important issues in the National Curriculum for teacher training colleges. Acknowledgements Support towards research for this Study was given by the Institute for Policy Research. The Centre for Policy Studies never expresses a corporate view in any of its publications. Contributions are chosen for their independence of thought and cogency of argument. ISBN No. 1 897969 87 2 Centre for Policy Studies, March 1999 Printed by The Chameleon Press, 5 - 25 Burr Road, London SW18 CONTENTS Summary 1. Introduction 1 2. A brief history of the ‘reading wars’ 4 3. A comparison of analytic and synthetic phonics 9 4. Problems with the National Literacy Strategy 12 5. The success of synthetic phonics 17 6. Introducing synthetic phonics into the classroom 20 7. Recommendations 22 Appendix A: Problems with SATs 25 Appendix B: A summary of recent research on analytic phonics 27 Appendix C: Research on the effectiveness of synthetic phonics 32 SUMMARY The Government’s recognition of the gravity of the problem of illiteracy in Britain is welcome.
    [Show full text]
  • Early Writing: an Exploration of Literacy Opportunities Billie J
    Early Writing Opportunities Early Writing: An Exploration of Literacy Opportunities Billie J. Askew, Texas Woman’s University Dianne Frasier, Harris County Department of Education and Texas Woman’s University Abstract Early writing experiences provide children with instances in which they may learn the processes and concepts involved in getting meaning- ful messages into print. This study examined the opportunities low- progress first-grade children had in learning to use strategies while writ- ing a brief message in daily interaction with a Reading Recovery teacher. Specifically, three strategies for writing words were investigat- ed: (a) writing known words, (b) analyzing new words by hearing and recording sounds in words, and (c) analyzing new words through analo- gy with known words. Eighty-two Reading Recovery children from eight states were the subjects for this study. Data were collected from the children’s writing books, writing vocabulary charts, records of text reading, and the teachers’daily lesson records. Analyses demonstrated that low-progress children acquire a considerable amount of knowledge about words, about letters/letter clusters and their sounds, and about the orthography of the language in a relatively short period of time. Limitations and implications of this study are discussed. Writing involves a complex series of actions. Children have to think of a message and hold it in the mind. Then they have to think of the first word and how to start it, remember each letter form and its features, and manually reproduce the word letter by letter. Having written that first word (or an approximation), the child must go back to the whole message, retrieve it, and think of the next word.
    [Show full text]
  • The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America
    The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. The authors claim to provide information necessary to make evidence-based decisions in support of struggling beginning readers. Like evidence-based medicine, these decisions can have a critical impact on children’s lives. As in the medical context, objective professionals can differ in their interpretations of the available evidence. The authors’ perspective is far from objective. They invoke the “reading wars” in their title and advocate for their ideological perspective in their biased, selective, and fallacy-full analysis of Reading Recovery and the research related to this early intervention approach. Dr. Timothy Shanahan, past president of the International Reading Association (now International Literacy Association) and a distinguished professor emeritus at the University of Illinois at Chicago, noted the effectiveness of Reading Recovery in a recent article examining the importance of replicability in reading research.
    [Show full text]
  • Vocabulary Key Learning(S): Topic: Fluency Unit Essential Question(S
    Topic: Fluency Grade: K Optional Key Learning(s): Unit Essential Question(s): Instructional Tools: Odyssey Fluency is essential for How does fluency impact Reading PALS automaticity of a skill. learning to read? FCRR Internet Resources Concept: Concept: Concept: Concept: Awareness Phonics Vocabulary Comprehension Phonemic I Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Question Lesson Essential Questions: 1. How do you differentiate 1. How do you map letters 1. How does activating prior 1. How do we incorporate story a sound as the same or to sounds fluently? knowledge to make elements to gain a deeper level different fluently? 2. How does analyzing the connections to text affect of understanding text and 2. How do you identify structure of words affect fluency? fluency of reading? beginning, middle and fluency? ending sounds in words fluently? Vocabulary: Vocabulary: Vocabulary: Vocabulary: Segmentation Onset/Rime Closed Syllables Blends Text to Self Synonyms Fiction Main Idea Blending Rhyming Capital Letters Diagraphs Text to World Antonyms Non-Fiction Compare/Contrast Phoneme Identification Lowercase Letters Vowels Text to Text Sequence Categorize Phoneme Isolation Consonants Shared Reading Character Retell Shared Reading Phoneme Deletion Syllables Fry Sight Words Setting Read Aloud Substitution Addition Other Information: Concert: Concept: Concept: Concept: I Writing L Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions Lesson Essential Questions 1. How do you transfer sounds to symbols, words, and express meaning in writing fluently? Vocabulary Vocabulary Vocabulary Vocabulary Fry Sight Words Capital Letters Lowercase Letters Topic: Introduction to Reading Fluency Grade: K Optional Key Learning(s): Unit Essential Question(s): Instructional Tools -Sound Wall Developing fluent skills leads to How do I become a fluent reader? -Alphabet Cards -Sight Words comprehension.
    [Show full text]
  • Alphabetic Principle
    Alphabetic Principle What is it? The alphabetic principle refers to the understanding that there are predictable and consistent relations between written letters and spoken sounds – the combination of letter knowledge and awareness. The 26 letters are the “key” to the English language. They have names, shapes, sounds, and go together to make words. Why is it important? Children's knowledge of letter names, shapes and sounds is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequences of letters. As this becomes internalized we will see writing and reading skills grow. Considerations: (what to think about?) • Be intentional with the purpose and clear with the expectations. “We are going to be learning about the letters of the alphabet. There are 26 letters (use the abc line to count together slowly while you touch them). You all have some of them in your names (check that out with their name cards). Letters have sounds and go together to make words. Your name is a word….” How cool is that!!” Make it interesting and meaningful. Revisit the learning often … “What letters do you know really well? Which ones are still tricky?” Kids can answer this! • Have 2 alphabet strips - one high to teach from and one low for students to access (have a special abc pointer to reach the high one when you teach from it). Have them run in one long line. • Be very explicit when talking about the alphabet and clear when enunciating.
    [Show full text]
  • How and Why Children Learn About Sounds, Letters, and Words in Reading Recovery Lessons
    DOCUMENT RESUME ED 437 616 CS 013 828 AUTHOR Fountas, Irene C.; Pinnell, Gay Su TITLE How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 12p. PUB TYPE Guides Classroom Teacher (052) Journal Articles (080) Reports Research (143) JOURNAL CIT Running Record; v12 n1 p1-6,10-11,13-14 Fall 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Beginning Reading; Classroom Research; *Classroom Techniques; Learning Activities; *Learning Processes; *Literacy; Primary Education; Word Recognition IDENTIFIERS Lesson Structure; *Orthography; Phonological Awareness; *Reading Recovery Projects; Word Learning ABSTRACT This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print.
    [Show full text]
  • Alphabetic Principle: Concepts and Research
    Alphabetic Principle: Concepts and Research The alphabetic principle is composed of two parts: • Alphabetic Understanding: Words are composed of letters that represent sounds. • Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words. Phonological recoding consists of: o Regular Word Reading o Irregular Word Reading o Advanced Word Analysis Regular Word Reading A regular word is a word in which all the letters represent their most common sounds. Regular words are words that can be decoded (phonologically recoded). Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy (Bay Area Reading Task Force, 1997). Beginning decoding ("phonological recoding") is the ability to: • read from left to right, simple, unfamiliar regular words. • generate the sounds for all letters. • blend sounds into recognizable words. Beginning spelling is the ability to: • translate speech to print using phonemic awareness and knowledge of letter-sounds. Progression of Regular Word Reading Skills Sight Word Sounding Saying the Reading Automatic Out Whole Word (sounding out Word (saying (saying each the word in your Reading each individual sound head, if (reading the individual and pronouncing necessary, and word without sound out the whole word) saying the sounding it
    [Show full text]
  • Phonemic Awareness and Phonics in Reading Recovery
    Phonemic awareness and phonics in Reading Recovery It is not uncommon for beginning readers to exhibit challenges in the areas of phonemic awareness and/or phonics. Reading Recovery, based on Dr. Marie Clay’s literacy processing theory, incorporates teaching phonemic and orthographic relationships in every individually designed daily lesson. Phonemic awareness is defined as the ability to notice, think about, and work with the individual sounds in spoken words. Reading Recovery does Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual not follow a pre-packaged, sounds (phonemes) of spoken language. scripted, one-size-fits-all approach to literacy learning. Phonemic awareness and phonics are explicitly taught throughout each Instead, as with all daily Reading Recovery lesson within the context of reading and writing components of the Reading continuous, authentic text and only in isolation when necessary. In addition, the writing part of the lesson and initial and ongoing assessments Recovery lesson, phonemic used in Reading Recovery devote special attention to these two critical awareness and phonics components of reading instruction. instruction are systematic in nature and based on close Phonics and phonemic awareness support the decoding component of observation by the skilled the reading and writing processes. While it is necessary to value decoding skills as an important piece of literacy learning, it is equally important to teacher and the strengths and understand that the terms decoding and reading are not synonymous. needs of the child. Decoding in isolation leaves out the critical component of comprehending the meaning in text. Standardized assessment and individualized daily lessons An Observation Survey of Early Literacy Achievement (Clay, 2016) provides a standardized, systematic way of capturing early reading and writing behaviors and is the primary assessment tool used in Reading Recovery.
    [Show full text]
  • The Development of Literate Potential in Literature-Based and Skills-Based Classrooms Zhihui Fang, University of Florida
    The Development of Literate Potential The Development of Literate Potential in Literature-Based and Skills-Based Classrooms Zhihui Fang, University of Florida Abstract This study examined young children’s developing understand- ing of written discourse in two instructional settings: literature-based and skills-based. Forty-one first graders were each requested to dictate two “written” stories for others to read at the beginning and end of the school year. The 82 texts were analyzed for their cohesive harmony, conformity to the socioculturally-codified genre conventions, and use of specific written language features. Quantitative analysis revealed statistically sig- nificant increases in cohesion and genre scores, but only marginal gains in the written language features measures. Further, the development of such written discourse knowledge was not significantly impacted by the instructional context. Qualitative analysis revealed that the children’s texts demonstrated impressive advances in the written mode of organiz- ing and communicating information to others, despite evidence of traces of oral discourse patterns and immature control over diverse genres. These findings are discussed in light of relevant literacy research and practice. Literacy is not a natural outgrowth from orality. Becoming literate in our soci- ety requires that children learn to take control over the written mode of communi- cation. In order to do this, they must come to terms with certain features of written discourse: its sustained organization, its characteristic rhythms and structures, its distinctive grammar, and its disembedded quality (Kress, 1994; Olson & Torrance, 1981; Wood, 1998). While home and community are important to the development of a literate mind, it is the school that is commonly considered the most important site for children’s literacy development.
    [Show full text]
  • Reading Recovery and Common Core State Standards Are Closely Interconnected Within Each Lesson
    Reading Recovery can play a vital role in ensuring that students are able to meet the goals of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (the Standards). Because the Standards were created to help ensure that all students are college and career ready in literacy by the end of high school, early literacy intervention must be available for first graders who are already struggling with literacy learning. Early intervention has the potential to prevent literacy difficulties for many students, including English language learners, by quickly catching them up with their peers by the end of Grade 1, and thus providing the opportunity to benefit from instruction at every subsequent grade level. Reading Recovery is a research- and evidence-based intervention that brings 75% of the students with a Reading Recovery full intervention to the average performance of their and Common Core grade level.1 A review by the USDE’s What Works Clearinghouse provided high ratings for the intervention State Standards across four domains central to the Common Core State Standards: alphabetics, fluency, comprehension, and general reading achievement.2 Standards in the early grades provide foundational support for the College and Career Readiness Standards. While Background the Standards “do not define the intervention methods Across the U.S., most states are adopting the Common or materials necessary to support students who are well Core State Standards so that teachers and parents have a below or well above grade-level expectations” (page 6), this common understanding of what students are expected to learn regardless of where they live.
    [Show full text]