Future Research

Increasingly, education professors in colleges and universities have been using the HELPS Program as part of their teaching and training activities. Incorporating HELPS as part of university classes has included undergraduate students majoring in education or psychology, as well as graduate students studying a variety of education-based fields (e.g., elementary education, special education, school psychology).

University professors interested in using the HELPS Program as part of their teaching activities are encouraged to contact John Begeny at helpsprogram@gmail.com. With this contact, Dr. Begeny can share specific examples and suggestions for using HELPS as part of a university training program.

Some advantages of incorporating the HELPS Program as part of university training include the following:

1. University students can learn about and hopefully use (as part of that specific university course and/or in their careers) an evidence-based and research-validated reading program.

2. University faculty can use the HELPS Program Teacher's Manual as a means for teaching and discussing important educational topics. Topics might include, but are not limited to: (a) the importance of reading fluency, (b) methods of fluency-based instructional and assessment strategies, (c) evidence-based and research-validated educational practice, (d) the science of effective reading instruction, (e) educational program development and evaluation, (f) the commercialization and sales of educational programs that have limited (or no) evidence of effectiveness, and (g) the importance of community engaged scholarship within a university setting. Of course, the HELPS Program and its related materials/content should be learned, discussed, and thoughtfully critiqued by university students and faculty!

3. University faculty can utilize the HELPS Program as part of a service-learning course in which university students learn a systematic educational program and then use that program to support community needs for improved literacy. Examples of locations that university students might implement the HELPS Program include local elementary schools, community-based after-school programs (e.g., Boys and Girls Clubs, YMCAs), and university-based educational clinics or centers.

4. University students may be able to use the HELPS Program as part of a required research project, including undergraduate capstone projects/honors theses, graduate level Master's theses, or possibly even doctoral dissertations.

5. University faculty have ample resources for training their students how to use the HELPS Program. In fact, if necessary or desired, professors can train their students by simply having the students follow the training exercises provided in the on-line Teacher's Manual and Training Video.

6. HELPS Program materials offer university faculty forms and procedures for systematically evaluating (and, as needed, grading) students' ability to learn and implement the HELPS Program (e.g., see Implementation Integrity Recording Form located in the Teacher's Manual).

7. Also important, especially during financially challenging times and increasing costs of a university education, university faculty can encourage students to download all HELPS materials for free. Of course, when possible, it is hoped that university faculty will also consider having students purchase the pre-assembled HELPS materials from The Helps Education Fund in order to support the educational goals of this Fund.


Note: university professors who use the HELPS Program as part of their teaching/training activities must require all of their respective university students to create an account on this website.

HELPS for Small Groups
The evidence-based and research-validated HELPS One-on-One Program is now available! This program is designed and proven to improve students' reading fluency.

Learn more about this program, such as which educators have used the program successfully, which students should benefit most from the program, and how educators can obtain the program and training for free.

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HELPS for Spanish Speakers
Although reading fluency is important for all students' reading development, instructional strategies designed to improve students' reading fluency are often missing from core reading curricula. In fact, approximately 40% of U.S. students are nonfluent readers.

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HELPS for Spanish Speakers

HELPS for Spanish Speakers

The HELPS One-on-One Program and the HELPS Curriculum are currently being translated into Spanish, with the hope that Spanish-speaking teachers and students can benefit from HELPS.

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