Emily J Roberts‐tyler
Biographic Data
| ID | 4628138 |
|---|---|
| NAME | Emily J Roberts‐tyler |
| GIVEN NAMES | Emily J |
| FAMILY NAME | Roberts‐tyler |
| SIGNATURE | TYLER E J R |
| AFFILIATIONS | Collaborative Institute for Education Research, Evidence and Impact (CIEREI) School of Educational Sciences Bangor UK |
| ORCID | 0000-0001-6055-0475 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Conducting research in real world settings—lessons learned from an implementation and process evaluation of Headsprout Early Reading® in special schools
Background Evaluating the success of randomised controlled trials (RCTs) requires an understanding of the processes and experiences of those involved in implementation as much as an analysis of outcomes, particularly when conducted in real world settings. This implementation and process evaluation (IPE) explores the experiences of pupils and staff from special schools in England participating in an RCT examining whether Headsprout Early Reading® …
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Effects of implementation support on children's reading outcomes following an online early reading programme
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educati…
No prominent works on this page.
Effects of implementation support on children's reading outcomes following an online early reading programme
Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educati…
Conducting research in real world settings—lessons learned from an implementation and process evaluation of Headsprout Early Reading® in special schools
Background Evaluating the success of randomised controlled trials (RCTs) requires an understanding of the processes and experiences of those involved in implementation as much as an analysis of outcomes, particularly when conducted in real world settings. This implementation and process evaluation (IPE) explores the experiences of pupils and staff from special schools in England participating in an RCT examining whether Headsprout Early Reading® …
Effectiveness of Headsprout Early Reading® in Special Educational Needs Schools
Children with intellectual disabilities often find acquiring age‐appropriate reading skills difficult. We evaluated the impact of a structured online reading intervention on the reading skills of children aged 5–11 years in special educational needs (SEN) schools in England. A two‐armed cluster randomised controlled trial (cRCT) compared Headsprout Early Reading® (HER®) with education as usual (EAU). Children completed the Dynamic Indicators of B…
Cluster randomised controlled trial (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Randomized controlled trial (2 works) · Reading and Literacy Development (2 works) · Special education (2 works) · Attrition (1 works)