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Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading Problems
Oleh:
Vadasy, Patricia F.
;
Sanders, Elizabeth A.
;
Peyton, Julia A.
Jenis:
Article from Journal - ilmiah internasional
Dalam koleksi:
Remedial and Special Education vol. 27 no. 6 (2006)
,
page 365-378.
Fulltext:
365.pdf
(162.86KB)
Isi artikel
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 multisyllable words; exception word reading; and scaffolded oral reading practice. Both studies revealed short-term word level and fluency effects.
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