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ERIC Number: EJ1104301
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1361-1267
Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3
Samson, Jennifer F.; Hines, Sara J.; Li, Kathrynne
Mentoring & Tutoring: Partnership in Learning, v23 n2 p164-177 2015
One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of paraprofessionals as reading tutoring in grades K-3. Empirical studies were reviewed to identify best practices for administrators who are seeking to use paraprofessionals to improve students' reading outcomes. Our findings suggested that effective use of paraprofessionals was associated with: (1) extensive training in the delivery of a research-based reading intervention, (2) close and ongoing supervision of tutors and (3) access to scripted lessons with a strong phonics component.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test