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Author: Brian Jones
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 41
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Book Description
The acquisition and utilization of literacy skills is a crucial part of social functioning. Preventative and intensive reading intervention can be administered to at-risk students in a systematic way to help facilitate gains on literacy outcomes. Despite this, barriers to implementation arise. One solution might be the use of paraeducators as providers of supplemental reading instruction. The current study uses meta-analytic procedures to evaluate two major questions: what is the overall effectiveness of paraeducators as implementers of reading intervention? In which areas are paraeducators most effective? A literature search of research from 2001 - 2017 yielded 76 studies. Nine studies met the predetermined inclusion criteria and were coded for demographic information and six common reading outcomes. Results must be interpreted with caution due to issues with sample size and heterogeneity. Spelling and decoding emerge as hopeful areas to inform future research. Other patterns involving grade, ethnicity, and gender are also explored. Implications and limitations are further discussed.
Author: Brian Jones
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 41
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Book Description
The acquisition and utilization of literacy skills is a crucial part of social functioning. Preventative and intensive reading intervention can be administered to at-risk students in a systematic way to help facilitate gains on literacy outcomes. Despite this, barriers to implementation arise. One solution might be the use of paraeducators as providers of supplemental reading instruction. The current study uses meta-analytic procedures to evaluate two major questions: what is the overall effectiveness of paraeducators as implementers of reading intervention? In which areas are paraeducators most effective? A literature search of research from 2001 - 2017 yielded 76 studies. Nine studies met the predetermined inclusion criteria and were coded for demographic information and six common reading outcomes. Results must be interpreted with caution due to issues with sample size and heterogeneity. Spelling and decoding emerge as hopeful areas to inform future research. Other patterns involving grade, ethnicity, and gender are also explored. Implications and limitations are further discussed.
Author: Barbara Culatta
Publisher: Plural Publishing
ISBN: 9781597563451
Category : Language arts (Early childhood)
Languages : en
Pages : 0
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Book Description
This volume provides teachers, speech-language pathologists, and others working with young children with methods for providing systematice and engaging literacy instruction. The approachs it treats are evidence based, being examined and refined by classroom implementation.
Author: J. Ron Nelson
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing the efficacy of a supplemental cohesive and explicit PA focused intervention that has been shown in previous studies to improve PA and alphabetic knowledge of at-risk kindergarteners. Second, the current study employs community-based paraeducator tutors as interventionists, and in so doing, extends other early K-1 reading research showing that paraeducators can deliver supplemental early reading interventions with a high degree of fidelity, particularly if the interventions are well scripted for non-certificated teachers' use. Finally, the authors chose to use a modified form of Interactive Book Reading as their comparison (control) condition to (a) control for supplemental instruction time and consistency, and (b) provide an alternative intervention approach appropriate for preschoolers. Indeed, studies support the benefit of interactive storybook reading for building emergent literacy skills; however, supplemental instruction that focuses on vocabulary acquisition has not, to date, been tested against explicit supplemental instruction in PA focused instruction with diverse (i.e., low socioeconomic, limited English proficiency) preschool children. Thus, this study also provides information regarding the relative impact of two approaches on preschoolers' PA and alphabetic and vocabulary knowledge. The primary research questions for the current study were: (a) does a supplemental PA focused intervention implemented by paraeducators have a direct, positive impact on at-risk preschool children's literacy outcomes?, and (b) does the intervention have a unique impact on children's outcomes, after controlling for pretest skill, classroom and home literacy environments, and treatment fidelity? (Contains 1 table.).
Author: Rollanda E. O'Connor
Publisher: Guilford Press
ISBN: 1462509479
Category : Education
Languages : en
Pages : 450
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Book Description
Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches.
Author: Lindsay Heidrick
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Book Description
Author: Peter Blatchford
Publisher: Routledge
ISBN: 1136518428
Category : Education
Languages : en
Pages : 239
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Book Description
Over the last decade, teaching assistants (TAs) have become an established part of everyday classroom life. TAs are often used by schools to help low-attaining pupils and those with special educational needs. Yet despite the huge rise in the number of TAs working in UK classrooms, very little is known about their impact on pupils. This key and timely text examines the impact of TAs on pupils’ learning and behaviour, and on teachers and teaching. The authors present the provocative findings from the ground-breaking and seminal Deployment and Impact of Support Staff (DISS) project. This was the largest, most in-depth study ever to be carried out in this field. It critically examined the effect of TA support on the academic progress of 8,200 pupils, made extensive observations of nearly 700 pupils and over 100 TAs, and collected data from over 17,800 questionnaire responses and interviews with over 470 school staff and pupils. This book reveals the extent to which the pupils in most need are let down by current classroom practice. The authors present a robust challenge to the current widespread practices concerning TA preparation, deployment and practice, structured around a conceptually and empirically strong explanatory framework. The authors go on to show how schools need to change if they are to realise the potential of TAs. With serious implications not just for classroom practice, but also whole-school, local authority and government policy, this will be an indispensable text for primary, secondary and special schools, senior management teams, those involved in teacher training and professional development, policy-makers and academics.
Author:
Publisher:
ISBN: 9781847755155
Category :
Languages : en
Pages : 160
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Book Description
Author: Shane R. Jimerson
Publisher: Springer
ISBN: 1489975683
Category : Psychology
Languages : en
Pages : 737
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Book Description
The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.
Author: Diane Haager
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 366
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Book Description
A look at the research about the Three-Tier Approach - a core reading program, supplementary instruction and intensive intervention.
Author: Rollanda E. O'Connor
Publisher: Guilford Press
ISBN: 1609181530
Category : Language Arts & Disciplines
Languages : en
Pages : 449
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Book Description
Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches. An NCTQ Exemplary Text for Reading Instruction
