Lack of early reading skills in pupils in KS 1& 2 in Special Schools Not Applicable
Conditions
Interventions
HERiSS involves evaluating the effectiveness of an intervention using HER® delivered by staff in special schools. Schools are randomised to either receive HER® (the intervention) or be in the control
Sponsors
Bangor University
University of Warwick
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Participating special schools will have at least five, and up to 15 pupils at KS1 and/or KS2 who meet clearly described pupil eligibility criteria: Pupils who do not have a reading ability beyond the level of HER® and can: 1. Sit at a computer for up to 10 minutes 2. Understand and follow one or two-step instructions 3. Imitate spoken sounds/words 4. Respond to feedback (praise or correction) 5. Use some self-initiated speech (in English) (single words to short sentences)
Exclusion criteria
Exclusion criteria: Special schools with fewer than 5 pupils who meet the eligibility criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Pupils’ reading skills measured by DIBELS® Composite Score at baseline, 1 year and at post-intervention 2 years | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Components of reading fluency (e.g., letter naming fluency, phonemic segmentation fluency, nonsense word fluency, word reading fluency, and oral reading fluency) measured by DIBELS® component analysis at baseline, 1 year and at post-intervention 2 years 2. Pupils’ reading self-concept (including reading for pleasure/spontaneous reading) measured by Reading self-concept scale at baseline, 1 year and at post-intervention 2 years | — |
Countries
England, United Kingdom, Wales
Contacts
Public ContactEmily Roberts-Tyler
Outcome results
None listed