Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3

Autor/inn/en	Samson, Jennifer F.; Hines, Sara J.; Li, Kathrynne
Titel	Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 23 (2015) 2, S.164-177 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2015.1049014
Schlagwörter	Early Intervention; Early Childhood Education; Tutors; Paraprofessional School Personnel; Remedial Reading; Best Practices; Literature Reviews; Supervision; Lesson Plans; Teacher Persistence; Faculty Development; Use Studies; Pretests Posttests; Elementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Achievement Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Förderlehrer; Lehrender; Tutor; Leseförderung; Lesson planning; Unterrichtsplanung; Benutzerschulung; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of paraprofessionals as reading tutoring in grades K-3. Empirical studies were reviewed to identify best practices for administrators who are seeking to use paraprofessionals to improve students' reading outcomes. Our findings suggested that effective use of paraprofessionals was associated with: (1) extensive training in the delivery of a research-based reading intervention, (2) close and ongoing supervision of tutors and (3) access to scripted lessons with a strong phonics component. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01