The Effects of a Fluency Training Package on Paraprofessionals' Presentation of a Reading Intervention

Autor/inn/en	O'Keeffe, Breda V.; Slocum, Timothy A.; Magnusson, Renee
Titel	The Effects of a Fluency Training Package on Paraprofessionals' Presentation of a Reading Intervention
Quelle	In: Journal of Special Education, 47 (2013) 1, S.14-27 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466911404072
Schlagwörter	Accuracy; Reading Instruction; Response to Intervention; Reading Difficulties; Fidelity; Educational Needs; Intervals; At Risk Students; Paraprofessional School Personnel; Supplementary Education; Error Correction; Instructional Effectiveness; Teacher Effectiveness; Educational Improvement; Improvement Programs; Teacher Improvement; Professional Development; Teaching Skills; Protocol Analysis; Achievement Gains; Reading Fluency; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Educational need; Bildungsbedarf; Ergänzungsunterricht; Korrektur; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Achievement gain; Leistungssteigerung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Paraprofessionals are widely employed in response to intervention (RTI) settings to provide instruction to students at-risk for reading disabilities. However, little research has addressed effective and efficient ways to train these paraprofessionals to deliver instruction with high fidelity. In addition, given the limited time and finances available in most districts, training needs to be as efficient as possible. This study assessed the effects of a 5-hour fluency training package on the presentation rates, praise rates, and error correction accuracy of five paraprofessionals providing supplemental reading instruction within an RTI system using a multiple baseline design across participants. Students' reading accuracy and percentage of intervals with on-task behavior were evaluated. Paraprofessionals generally increased their presentation rates, praise rates, and error correction accuracy. Students' behaviors were affected less. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10