Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District

Autor/inn/en	Aurora, Melina; Farkas, George
Titel	Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District
Quelle	In: Remedial and Special Education, 44 (2023) 4, S.308-318 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aurora, Melina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221134919
Schlagwörter	Paraprofessional Personnel; Reading Achievement; Hispanic American Students; Grade 1; Elementary School Students; Low Income Students; English Language Learners; School Districts; Program Effectiveness; Reading Improvement; Reading Instruction; Tutors; English (Second Language); Spanish; Bilingualism; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Laienhelfer; Leseleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; School district; Schulbezirk; Leseunterricht; Förderlehrer; Lehrender; Tutor; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Bilingualismus
Abstract	One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < 0.10 and p < 0.05 levels. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01