Program Description

The Helping Early Literacy with Practice Strategies (HELPS) program is intended to be used as a one-on-one program designed to improve reading fluency. Includes evidence-based treatment strategies in implementation including: modeling fluency, systematic error-correction, verbal cues for fluency and comprehension, goal-setting, performance feedback, systematic praise, and a structured reward system. An adapted version of the HELPS one-on-one program, HELPS for small groups (HELPS-SG) is also available.

Cost

HELPS one-on-one materials can be purchased for $65.00.

Intended Population

• Any

Grade

• Elementary School

Intended Group Size

• Individual
• Small group

ELL/DLL

• Partial

Multisensory Applications

• No

Computer-Based Delivery

• None

Scripted

• None

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Literature review revealed that participants who received the HELPS program significantly outperformed participants in control conditions. There was a positive correlation between the program and the amount of time received, indicating that students who received the program for a longer amount of time demonstrated higher scores on fluency and comprehension measures. Studies also included ELL and at-risk for reading failure participants.

Study Citations

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(1), 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(1), 137-155.

Begeny, J. C., Mitchell, R. C., Whitehouse, M. H., Samuels, F. H., & 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(3), 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, 134-149. doi:10.1007/s10864-011-9144-7.

Malouf, R. C., Reisener, C. D., Gadke, D. L., Wimbish, S. W., & Frankel, A. C. (2014). The effects of helping early literay with practice strategies on reading fluency for children with severe reading impairments. Reading Improvement, 51(2), 262-279.

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Promising practice

Additional Reviews

• https://www.ednc.org/perspective-north-carolina-reading-fluency-achievement-gaps/