Systematic and Engaging Early Literacy: Examining the Effects of Paraeducator Implemented Early Literacy Instruction  

Oleh:

Bingham, Gary E. ; Hall-Kenyon, Kendra M. ; Culatta, Barbara

Jenis: Article from Journal - e-Journal
Dalam koleksi: Communication Disorders Quarterly vol. 32 no. 1 (2010), page 38-49.
Topik: early literacy; paraeducator; intervention
Fulltext: 2010.32.38-49.pdf (313.5KB)

Isi artikel

This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children’s literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who received engaging and explicit supplemental instruction from a paraeducator performed significantly better on rhyming, alliteration, letter knowledge, letter-sound association, spelling, and blending tasks than children who received one-on-one instruction through a tutoring program. Findings highlight the important role that paraeducators can play in implementing explicit and engaging literacy curriculum that positively affects children’s development of early literacy skills.

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