Event Title

Effective Paraprofessional Implementation of Reading Fluency Intervention

Location

CSU Ballroom

Start Date

18-4-2016 2:00 PM

End Date

18-4-2016 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Shawna Petersen-Brown

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Carlos Panahon

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Third Mentor's Name

Cassandra Schreiber

Third Mentor's Deparment

Psychology

Third Mentor's College

Social and Behavioral Sciences

Description

Basic skills such as reading and writing lay the foundation for future educational success. According to the National Reading Panel (NRP), reading fluency (reading with speed, accuracy, and expression) is an essential skill for developing reading comprehension (NRP, 2000). However, students do not attain reading fluency at equal rates. Therefore, paraprofessionals in schools can provide individualized extra practice for struggling students to improve reading fluency. The purpose of our study is to examine the effectiveness of repeated reading (RR) when implemented by a paraprofessional with struggling readers, as compared to a self-monitored RR intervention. Our study will use a multiple baseline design in which two elementary students identified as struggling readers will begin in the self- monitored RR condition and transition in a staggered fashion to RR implemented by a paraprofessional. The self-monitored and paraprofessional-implemented RR conditions will each include repeated practice reads of the same text. The self-monitored condition will include recording and listening to one’s own performance, while the paraprofessional- implemented condition will include a skilled model, error correction, and graphing. Sessions in each condition will require approximately 15 min and will be implemented up to 4 times per week. We anticipate students’ reading fluency will increase more quickly when RR is implemented by a paraprofessional as a result of the modeling and additional feedback provided.

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Apr 18th, 2:00 PM Apr 18th, 3:30 PM

Effective Paraprofessional Implementation of Reading Fluency Intervention

CSU Ballroom

Basic skills such as reading and writing lay the foundation for future educational success. According to the National Reading Panel (NRP), reading fluency (reading with speed, accuracy, and expression) is an essential skill for developing reading comprehension (NRP, 2000). However, students do not attain reading fluency at equal rates. Therefore, paraprofessionals in schools can provide individualized extra practice for struggling students to improve reading fluency. The purpose of our study is to examine the effectiveness of repeated reading (RR) when implemented by a paraprofessional with struggling readers, as compared to a self-monitored RR intervention. Our study will use a multiple baseline design in which two elementary students identified as struggling readers will begin in the self- monitored RR condition and transition in a staggered fashion to RR implemented by a paraprofessional. The self-monitored and paraprofessional-implemented RR conditions will each include repeated practice reads of the same text. The self-monitored condition will include recording and listening to one’s own performance, while the paraprofessional- implemented condition will include a skilled model, error correction, and graphing. Sessions in each condition will require approximately 15 min and will be implemented up to 4 times per week. We anticipate students’ reading fluency will increase more quickly when RR is implemented by a paraprofessional as a result of the modeling and additional feedback provided.

Recommended Citation

Klement, Krystal. "Effective Paraprofessional Implementation of Reading Fluency Intervention." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
http://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/33