Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns

Kathleen L. Lane, Todd Fletcher, Erik W. Carter, Carlos Dejud, Jennifer DeLorenzo

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

This study examined the efficacy of a paraprofessionalled supplemental early intervention for first-grade students with poor early literacy skills and behavioral concerns. The goal was to determine if (a) the relatively brief intervention was effective in improving phonological skills, and (b) improvements in academic skills would be accompanied by behavioral and social improvements. The results indicated that the students in the treatment condition experienced significant, lasting increases in phonological awareness and moderate improvement in word attack skills. However, significant collateral effects on social and behavioral performance were not observed. Limitations and directions for future investigation are offered.

Original languageEnglish (US)
Pages (from-to)266-276
Number of pages11
JournalRemedial and Special Education
Volume28
Issue number5
DOIs
StatePublished - Sep 1 2007

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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