The effects of Heroes on the achievement levels of beginning readers with individualized education programs
Bibliographic Data
| ID | 21348367 |
|---|---|
| Authors | Jerome V D’agostino (0000-0003-2608-7354, The Ohio State University, Columbus, OH, USA, corresponding author), Elizabeth Rodgers (0000-0001-5971-1382, The Ohio State University, Columbus, OH, USA), Spyros Konstantopoulos (0000-0003-1393-2440, Michigan State University, East Lansing, MI, USA) |
| Year | 2021 |
| Volume | 114 |
| Issue | 5 |
| Pages | 433-444 |
| Publication date | 2021-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2021.1965077 |
| OpenAlex | W3195863997 |
| Language | EN |
| References cited | 20 |
The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to 10 with or at-risk of having reading disabilities. After establishing baseline equivalence on two outcome measures, we conducted hierarchical linear modeling using student and teacher covariates to adjust the estimated effects. Students who received HEROES (n = 329) significantly outperformed comparison students (n = 161) on a general reading achievement measure (ES = .25) and a word recognition task (ES = .17). Results of this external evaluation add to a growing evidence base that children with reading disabilities can make significant progress when effective interventions are implemented
Developmental psychology · Equivalence (formal languages) · Excellence · Intervention (counseling) · Learning disability · Literacy · Mathematics education · Medical education · Pedagogy · Psychological intervention · Reading (process) · Response to Intervention · Special education · Task (project management) · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Mathematics · Medicine · Psychology · Reading and Literacy Development
Current Evidence on the Effects of Intensive Early Reading Interventions
Intensive Remedial Instruction for Children with Severe Reading Disabilities
Empirical Benchmarks for Interpreting Effect Sizes in Research
Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades
Change Over Time in First Graders’ Strategic Use of Information at Point of Difficulty in Reading
Addressing Inadequacies of the Observation Survey of Early Literacy Achievement
The Development of Children's Orthographic Knowledge
Introduction to response to intervention
Examining the Nature of Scaffolding in an Early Literacy Intervention
National Reports in Literacy
| Citation velocity | historical |
|---|---|
| Highly cited | No |