Volume 40, Issue 1 (2011)
Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program When Implemented at Different Frequencies
John C. Begeny
Abstract. Approximately 40% of U.S. fourth-grade students are nonfluent readers. In response to the need for fluency-based instructional programs for elementary-aged students, 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 (a) feasibly implemented by several types of educators, and (b) accessed for free by all educators. The present study sought to examine the effects of HELPS with second-grade students when implemented three times per week compared to once or twice per week, and throughout most of a school year. Results showed that students receiving HELPS three times per week significantly outperformed a control group of students on the measures of reading fluency and comprehension. Students who received HELPS an average of 1.5 times per week significantly outperformed the control group students on the measure of reading fluency. Implications of these findings for school psychologists are discussed.
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