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

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 componen...

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Bibliographic Details
Published inMentoring & tutoring Vol. 23; no. 2; pp. 164 - 177
Main Authors Samson, Jennifer F., Hines, Sara J., Li, Kathrynne
Format Journal Article
LanguageEnglish
Published Routledge 15.03.2015
Subjects
Achievement Tests
Best Practices
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Early Childhood Education
Early Intervention
Elementary School Students
Emergent Literacy
Faculty Development
Lesson Plans
literacy
Literature Reviews
paraprofessional
Paraprofessional School Personnel
Pretests Posttests
Reading Fluency
reading intervention
Reading Tests
Remedial Reading
Supervision
Teacher Persistence
tutoring
Tutors
Use Studies
Woodcock Johnson Tests of Achievement
Woodcock Reading Mastery Test
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Summary: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.
ISSN:1361-1267
1469-9745
DOI:10.1080/13611267.2015.1049014