Paraeducator-Supplemented Instruction in Structural Analysis with Text Reading Practice for Second and Third Graders at Risk for Reading Problems [Quasi-experimental design]
Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A. (2006). Remedial and Special Education, v27 n6 p365-378 Nov-Dec 2006.
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examining31Students, grade2
Practice Guide
Review Details
Reviewed: March 2023
- Practice Guide (findings for Paraeducator-supplemented instruction—Vadasy et al. (2006))
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Wide Range Achievement Test - Revised (WRAT-R): Words spelled |
Paraeducator-supplemented instruction—Vadasy et al. (2006) vs. Business as usual |
0 Days |
Full sample;
|
82.80 |
76.00 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Woodcock Reading Mastery Test - Revised/Normative Update (WRMT-R/NU): Passage Comprehension subtest |
Paraeducator-supplemented instruction—Vadasy et al. (2006) vs. Business as usual |
0 Days |
Full sample;
|
97.10 |
92.10 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Test of Word Reading Efficiency (TOWRE): Phonemic Decoding and Sight Word Efficiency subtests |
Paraeducator-supplemented instruction—Vadasy et al. (2006) vs. Business as usual |
0 Days |
Full sample;
|
91.50 |
85.60 |
No |
-- | |
|
Reading Accuracy (Composite of WRAT-R reading subtest; WRMT-R/NU Word Identification; and WRMT-R/NU Word Attack) |
Paraeducator-supplemented instruction—Vadasy et al. (2006) vs. Business as usual |
0 Days |
Full sample;
|
94.20 |
89.20 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 45%
Male: 55% -
Urban
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Race Other or unknown 100% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The 12 schools involved in the study were demographically similar and belonged to the same northwestern school district.
Study sample
Students in the treatment group were 67% male, 33% minority, and 67% Title I eligible. Students in the comparison group were 47% male, 47% minority, and 47% Title I eligible.
Intervention Group
Students in the treatment condition received 30 minutes of individual tutoring that was delivered 4 days a week for 20 weeks. Each session consisted of two equal sections: (1) word-level skills and instruction and structural analysis and (2) oral reading practice. Students were provided with grade-level reading materials. The tutors that delivered the intervention were recruited from the community specifically for this study. Tutors were provided with a script. During the first half of the 20 week intervention, tutors reviewed letter-sound correspondences, which included word reading and spelling. During the latter half of the intervention, tutors helped students practice reading and spelling of inflected, affixed, and multisyllable words with more heavily scripted lessons.
Comparison Group
Students in the control group did not receive any tutoring.
Support for implementation
Tutors received 3 hours of initial training, which introduced and modeled instructional procedures and they were taught how to supervise tutor practice on each lesson component. Training also included explicit correction procedures as well as scaffolding suggestions. Tutors received ongoing training and coaching for an average of 60-90 minutes of individual on-site training.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
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The mean score of students in the comparison group.
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Study findings for this report.
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and the regulations for ED discretionary grants (EDGAR Part 77).