NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ849768
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0040-0599
Paraprofessionals: The "Sous-Chefs" of Literacy Instruction
Causton-Theoharis, Julie N.; Giangreco, Michael F.; Doyle, Mary Beth; Vadasy, Patricia F.
TEACHING Exceptional Children, v40 n1 p56-62 Sep-Oct 2007
A primary responsibility of general and special educators is to teach students how to read. In inclusive classrooms, paraprofessionals are frequently utilized to support literacy instruction. Paraprofessionals can be employed to help improve the reading skills of students with disabilities and those who are considered at risk. This article outlines commonalities from the body of literature discussing circumstances in which paraprofessionals were used successfully to improve the reading skills of students. The commonalities examined include situations where (a) paraprofessionals were used for supplemental rather than primary instruction, (b) research-based reading approaches were used so that paraprofessionals were not inappropriately asked to pedagogical decisions, (c) paraprofessionals were explicitly and extensively trained in the researched-based reading approach, (d) paraprofessionals were explicitly trained in behavior management, and (e) teachers and special educators provided paraprofessionals with ongoing monitoring and feedback regarding their instruction. Each of these commonalities is addressed and other practical considerations also are shared and discussed. (Contains 1 table.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A