Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Eli; Larsen, Ross; Sudweeks, Richard R.; Young, K. Richard; Gibb, Gordon S. |
|---|---|
| Titel | Evaluating Paraeducator-Led Reading Interventions in Elementary School: A Multi-Cutoff Regression-Discontinuity Analysis |
| Quelle | In: Journal of Research on Educational Effectiveness, 11 (2018) 4, S.507-534 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jones, Eli) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2018.1481164 |
| Schlagwörter | Elementary School Students; Disadvantaged Schools; Paraprofessional Personnel; Pretests Posttests; Intervention; Reading Instruction; Computer Assisted Instruction; Reading Skills; Teaching Methods; Cutting Scores; At Risk Students; Direct Instruction |
| Abstract | A two-cutoff regression discontinuity design (RDD) was used to assign 321 students in grades 1 through 6 at a Title I elementary school to two types of Tier 2 reading interventions administered by paraeducators: (a) direct instruction (DI) and (b) computer-assisted instruction (CAI). Students scoring at or below a lower cutoff pretest score were assigned to the DI reading intervention. Students scoring between the lower cutoff score and an upper cutoff score on the pretest were assigned to a CAI reading intervention. Student reading ability was reassessed in January and May. Results indicated that the DI intervention was significantly more effective than the CAI interventions at the lower cutoff (p < 0.01). No significant treatment effect was detected at the upper cutoff, but the estimation power of the design at this cutoff was limited to medium-to-large effect size. Findings suggest that the DI intervention was superior to the CAI interventions for at-risk readers. Implications for practice, including fidelity of paraeducator implementation, are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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