Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems

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.
Authors citation
Vadasy, P. F., Sanders, E. A., & Peyton, J. A.
Publication
Remedial and Special Education
Year of Study
2006
Subject
Literacy
Program Evaluated
Supplemental instruction in structural analysis and oral reading practice
Tutor Type
Paraprofessional
Duration
20 weeks
Sample size
21
Grade Level(s)
2nd Grade,
3rd Grade
Student-Tutor Ratio
1
Effect Size
0.38
Study Design
Randomized Controlled Trial
Full citation
Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education