Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (in press). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education.
This article describes two studies, one quasi-experimental, and one randomized experiment, designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and multiletter phoneme-grapheme correspondences; structural analysis of inflected, affixed, and multisyllable words; exception word reading; and scaffolded oral reading practice. In both studies, paraeducator tutors were trained to use scripted lessons to teach these reading skills. Both studies revealed short-term word-level and fluency effects. Effect sizes averaged d = 0.84 in Study 1, and d = 0.57 in Study 2.
Summarized by: Patricia Vadasy, August 2006
Last modified February 14 2008 11:23 AM
