Authors: |
Vadasy PF, Sanders EA, Peyton JA |
|
Title: |
Paraeducator-Supplemented Instruction in Structural Analysis with Text Reading Practice for Second and Third Graders at Risk for Reading Problems |
Source: |
Remedial and Special Education 2006 27(6): 365-378 |
Year: |
2006 |
Research Design: |
Randomised Controlled Trial |
Rating Score: |
03/10 This rating is confirmed Eligibility specified - Y Random allocation - Y Concealed allocation - N Baseline comparability - N Blind subjects - N Blind therapists - N Blind assessors - N Adequate follow-up - N Intention-to-treat analysis - N Between-group comparisons - Y Point estimates and variability - Y |
Abstract: |
Two studies--one quasi-experimental and one randomized experiment--were 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 multi-syllable words; exception word reading; and scaffolded oral reading practice. Both studies revealed short-term word level and fluency effects. |
Access: |
Paywall |