NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ847668
Record Type: Journal
Publication Date: 2009-May
Pages: 6
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0268-2141
The Longer-Term Effects of Reading Interventions Delivered by Experienced Teaching Assistants
Savage, Robert; Carless, Sue; Erten, Ozlem
Support for Learning, v24 n2 p95-100 May 2009
This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non-word decoding skills in the immediate post-tests, 74 children were clustered together at the high end as "treatment responders" (n = 49) and at the low end as "treatment non-responders" (n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment-responder group was superior in all areas of rated attainment and, unlike the non-responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A