Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns

This study examined the efficacy of a paraprofessionalled supplemental early intervention for first-grade students with poor early literacy skills and behavioral concerns. The goal was to determine if (a) the relatively brief intervention was effective in improving phonological skills, and (b) improvements in academic skills would be accompanied by behavioral and social improvements. The results indicated that the students in the treatment condition experienced significant, lasting increases in phonological awareness and moderate improvement in word attack skills. However, significant collateral effects on social and behavioral performance were not observed. Limitations and directions for future investigation are offered.
Authors citation
Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J.
Publication
Remedial and Special Education, 28(5), 266–276
Year of Study
2007
Subject
Literacy
Program Evaluated
Paraprofessional supplemental early learning intervention
Tutor Type
Paraprofessional
Duration
10 weeks
Sample size
22
Grade Level(s)
1st Grade
Student-Tutor Ratio
4
Effect Size
0.33
Study Design
Randomized Controlled Trial
Full citation
Lane, K. L., Fletcher, T., Carter, E. W., Dejud, C., & DeLorenzo, J. (2007). Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. Remedial and Special Education, 28(5), 266–276. https://doi.org/10.1177/07419325070280050201