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Headsprout and Reading Comprehension in Students With High-Incidence Disabilities

Research Applies to: Headsprout

About This Research

This study examined how Headsprout affected reading comprehension skills in fifth-grade students. Because participants had mild but common disabilities (such as learning disabilities or ADHD), the study contributes to the understanding of which types of resources effectively help students with disabilities improve reading comprehension.

Main Findings

Students showed significant increases in reading comprehension scores on the Ohio Achievement Assessment (OAA) and AIMSweb Maze during instruction with Headsprout. All participants reported positive opinions of the program.

Participants

Participants were five fifth-grade and one third-grade student with mild but high-incidence disabilities (learning or emotional disabilities, or ADHD).

Study Design and Procedures

This study used a single-subject multiple baseline design across participants. During the treatment phase, students completed between 8 and 15 episodes of Headsprout. Two measures, the OAA and AIMSweb Maze, were administered at regular intervals throughout the implementation to examine changes in reading comprehension.

Citation

Cullen, J. M., Alber-Morgan, S. R., Schnell, S. T., & Wheaton, J. E. (2014). Improving reading skills of students with disabilities using Headsprout Comprehension. Remedial and Special Education, 35(6), 356-365.

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