Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Low-Performing Second-Grade Students

Authors


Requests for reprints should be sent to John Begeny, College of Humanities and Social Sciences, Department of Psychology, North Carolina State University, 640 Poe Hall, Campus Box 7650, Raleigh, NC 27695-7650. Electronic mail may be sent to: john_begeny@ncsu.edu

Abstract

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic program that can be feasibly implemented and accessed for free by all educators. This study examined the effects of HELPS when implemented by teachers with low-performing second-grade readers. Findings showed that students receiving HELPS significantly outperformed control group students across five measures of early reading, with effect sizes ranging from medium to large. Previous research indicated positive effects for students receiving HELPS, but this was the first study in which HELPS was implemented by classroom teachers (opposed to research assistants) and solely with low-performing readers. Implications of these findings and future research directions are discussed.

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