NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ937411
Record Type: Journal
Publication Date: 2011-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0938-8982
Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Low-Performing Second-Grade Students
Begeny, John C.; Mitchell, R. Courtney; Whitehouse, Mary H.; Samuels, Fleming Harris; Stage, Scott A.
Learning Disabilities Research & Practice, v26 n3 p122-133 Aug 2011
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A