| 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 |
