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Remedial and Special Education
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Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading Problems

Patricia F. Vadasy

Washington Research Institute, pvadasy@wri-edu .org

Elizabeth A. Sanders

Washington Research Institute

Julia A. Peyton

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)
DOI: 10.1177/07419325060270060601
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Home page
 J Learn DisabilHome page
P. F. Vadasy, E. A. Sanders, and S. Tudor
Effectiveness of Paraeducator-Supplemented Individual Instruction: Beyond Basic Decoding Skills
J Learn Disabil, December 1, 2007; 40(6): 508 - 525.
[Abstract] [PDF]