Abstract
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children not receiving this additional instruction. Fifty‐five children from a special school were randomly allocated into the HER group or a waiting list control group. For six months, children in the intervention group received HER as supplementary instruction, whereas children in the control group received only ‘reading as usual’ teaching. Pre‐ and post‐intervention tests on standardised reading measures were conducted. Analysis of data from outcome measures indicated that the HER group made improvements at post‐intervention in comparison with the control group, with medium effect sizes on two domains from the main outcome measure. These results support the case for a larger research trial of HER for children with severe ID.
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