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ERIC Number: EJ1124204
Record Type: Journal
Publication Date: 2014-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1744-6295
Performance Feedback, Paraeducators, and Literacy Instruction for Students with Significant Disabilities
Westover, Jennifer M.; Martin, Emma J.
Journal of Intellectual Disabilities, v18 n4 p364-381 Dec 2014
Literacy skills are fundamental for all learners. For students with significant disabilities, strong literacy skills provide a gateway to generative communication, genuine friendships, improved access to academic opportunities, access to information technology, and future employment opportunities. Unfortunately, many educators lack the knowledge to design or implement appropriate evidence-based literacy instruction for students with significant disabilities. Furthermore, students with significant disabilities often receive the majority of their instruction from paraeducators. This single-subject design study examined the effects of performance feedback on the delivery skills of paraeducators during systematic and explicit literacy instruction for students with significant disabilities. The specific skills targeted for feedback were planned opportunities for student responses and correct academic responses. Findings suggested that delivery of feedback on performance resulted in increased pacing, accuracy in student responses, and subsequent attainment of literacy skills for students with significant disabilities. Implications for the use of performance feedback as an evaluation and training tool for increasing effective instructional practices are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A