Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

Using paraprofessionals to deliver Direct Instruction reading programs

Keel, M.; Fredrick, L.; Hughes, T. A.; Owens, S.
Abstract:
This study sought to determine the effectiveness of using paraprofessionals to teach Direct Instruction reading programs (Reading Mastery & Corrective Reading) to at-risk elementary students over two years. Two groups of students who had scored below the 50th percentile on the Iowa Test of Basic Skills Advanced Reading test were selected to participate. Acting as the pilot group, group 1 consisted of 14 first grade students and 19 second grade students from two schools in one urban school district. After one year, the project was expanded to include students in grades 1 to 5. Group 2 consisted of 251students, selected from six elementary schools from the same school district. After the first year of instruction, 17 students remained in group 1 and 65 students in group 2. In the fall of each year, placement tests and the Woodcock Reading Mastery Tests-Revised were administered to all students. Post-testing was conducted in the spring of each year. Results from group 1 students indicated a significant difference on the rate of academic gain from prior to the implementation of the interventions to the end of one year of instruction for students in the first and second grades. Students in the second grade also recorded statistically significant differences on the rate of academic gain from prior to the intervention to the end of two years of instruction. Results from group 2 students indicated a significant difference on the rate of academic gain prior to the implementation of the interventions and during one year of instruction for students in first, fourth, and fifth grade. Statistically significant differences were also noted for all group 1 students between the NCE pretest and posttest 1 scores. Group 2 also recorded statistically significant differences between NCE pretest and posttest 1, and pretest and posttest 2 scores for all grade levels. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1999
Main publication type:
Program Effectiveness
Subtype:
Article
Source:
Effective School Practices
Volume:
18
Number:
2
Pages:
16-22
Design type:
Pretest Posttest Norm Comparison Design
Fidelity monitored:
Yes
Students included:
Elementary students, at-risk students
Other tags:
Reading Mastery, Corrective Reading, paraprofessionals, phonemic awareness, comprehension, Woodcock Reading Mastery Tests-Revised, Iowa Tests of Basic Skills (ITBS)
Location/Setting:
Urban area, elementary school

Research Article Request Button newsite3

Upcoming Events

There are no up-coming events

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01