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Conference Program (865 KB)
Effectiveness of Supplemental Fluency Instruction: Evaluation of the Quick Reads Program Implemented by Paraeducator Tutors
Presenters:
Patricia Vadasy, Washington Research Institute
Elizabeth Sanders
Sueanne Sluis
Abstract: We report on the first two years of a three-year study to evaluate the effectiveness of the Quick Reads fluency program implemented by paraeducator tutors. In this research, Quick Reads is being used as a supplemental reading intervention, and students are tutored for 30 min/day, 4 days a week, for 15 weeks. In Year 1, classroom teachers in 12 urban schools referred fourth and fifth graders with below grade level fluency. 140 students with parent consent were screened eligible (in the bottom 50th percentile on Hasbrouck and Tindal norms). Students were randomly assigned within schools to dyads who received either Quick Reads or no tutoring. After attrition, 114 students (57 dyads) remained in study (n = 54 treatment, 60 control). At posttest, the treatment group significantly outperformed controls on word reading and passage comprehension.
In Year 2, classroom teachers in 13 urban schools referred second and third graders with below grade level fluency. A total of 188 students with parent consent were screened eligible with fluency rates between the 10th and 50th percentile. Students were randomly assigned within schools to dyads who received either Quick Reads or no tutoring. After attrition, 166 students (83 dyads) remained in study (n = 84 treatment, 82 controls). Findings on Year 2 results as well as response to treatment will be discussed.