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Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading ProblemsWashington Research Institute, pvadasy@wri-edu .org
Washington Research Institute
Voyager Learning Two studies—one quasi-experimental and one randomized experiment—were designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and multiletter phoneme—grapheme correspondences; structural analysis of inflected, affixed, and multi-syllable words; exception word reading; and scaffolded oral reading practice. Both studies revealed short-term word level and fluency effects.
Remedial and Special Education, Vol. 27, No. 6,
365-378 (2006) This article has been cited by other articles:
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