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HELPS: Helping Early Literacy with Practice Strategies

HELPS: Helping Early Literacy with Practice Strategies. Jenna Satrang SPSY 5398 3/5/14. HELPS. Helping Early Literacy with P ractice Strategies integrates easy-to-use instructional strategies that are specifically designed to improve students reading fluency

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HELPS: Helping Early Literacy with Practice Strategies

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  1. HELPS: Helping Early Literacy with Practice Strategies Jenna Satrang SPSY 5398 3/5/14

  2. HELPS • Helping Early Literacy with Practice Strategies • integrates easy-to-use instructional strategies that are specifically designed to improve students reading fluency • HELPS was first developed and implemented as a supplemental reading program for all second grade students • FREE • Online accessible materials, training videos • $55 for pre-printed materials • Middle of 1st, 2nd, 3rd grades • Can be implemented by many: teachers, aides, volunteers, parents

  3. Implementation • One 10-12 minute session, 2-3 times per week • Incorporates other strategies like: • Structured, repeated readings of ability-appropriate text • Having students listen to a more skilled reader read aloud, such as an adult (i.e., Model reading) • Systematic error-correction procedures • Verbal cues for students to read with fluency • Verbal cues for students to read for comprehension • Goal-setting (i.e., practicing text until a pre-determined performance criterion is met) • Performance feedback, combined with graphical displays of student progress • Use of systematic praise and a structured reward system for student reading behaviors and successes

  4. Sample Passage • Games that April LikesApril likes to play. She likes to play in the mud, climb trees, and build things. These are things that many boys like also. But April knows she is not a boy. In fact, she loves being a girl! She loves to play dress-up, loves her cute teddy bears, and likes to play with her long hair. When she plays with her hair, she can make it look really pretty. But there are some games that April will not play with other girls. April does not like to play with dolls, pick pretty flowers, or play with tea sets. There are also games that April does not like to play with boys. For example, she does not like to wrestle or play with toy guns. The games that April loves the most are tag and hide-and-seek. In these games, many boys and girls can play together and all have fun. April likes games the most when all kids can play together.

  5. Teacher Recording Reading 1 (slash errors) Total words read per minute:Words incorrect per minute (WIPM): Words correct per minute (WCPM):

  6. RTI • Tier 1: Because all students must develop reading fluency in order to become more successful readers, HELPS can be used with students of all reading-ability levels • **Tier 2: reading fluency, reading comprehension, and more basic skills associated with phonics • Most benefit at this tier • Tier 3: Suggests using another intervention along with HELPS

  7. Overall Findings from Research The overall findings from this research revealed the following • 1. Students who received the HELPS Program usually improved their reading abilities more than students who did not receive the program. • 2. Students receiving the HELPS Program often improved both their fluency and comprehension. • 3. First and second grade students of varying reading abilities generally benefitted from the Program, including students with reading difficulties. • 4. Preliminary evidence suggests that HELPS also shows promise as a valid method of progress monitoring in reading. • 5. Initial evidence shows that HELPS can meaningfully improve students' reading skills when used as part of an after-school program for low-income students with reading difficulties.

  8. Spanish Version • LeamosparaAvanzar: Un programa de lecturaparaniños • Intended for students primarily learning to read in Spanish • Also, intended for native Spanish speakers who may benefit from learning to read in both English and Spanish

  9. References • Begeny, J.C., Mitchell, R.C., Whitehouse, M.H., Harris, C.F., & Stage, S.A. (2011). Effects of the HELPS reading fluency program when implemented by classroom teachers with low-performing second-grade students. Learning Disabilities Research & Practice, 26, 122-133. • Begeny, J. C., Ross, S. G., Greene, D. J., Mitchell, R. C., & Whitehouse, M. H. (2012). Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation. Journal Of Behavioral Education, 21(2), 134-149. • Begeny, J.C. (2011). Effects of the Helping Early Literacy with Practice Strategies (HELPS) reading fluency program when implemented at different frequencies. School Psychology Review, 40, 149-157. • Begeny, J. C. Laugle, K. M., Krouse, H. E., Lynn, A. E., Tayrose, M. P., & Stage, S. A. (2010). A control-group comparison of two reading fluency programs: The Helping Early Literacy with Practice Strategies (HELPS) program and the Great Leaps K–2 reading program. School Psychology Review, 39, 137-155. • http://www.interventioncentral.org/academic-interventions/reading-fluency/helps-reading-program • http://www.helpsprogram.org

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