Improving reading within an urban elementary school: computerized intervention and paraprofessional factors

Abstract

Reading RACES–Relevant and Culturally Engaging Stories (RR) is a repeated reading intervention using culturally relevant literature that is delivered through computer software. This study extends previous research with RR intended to further evaluate the effects of RR on the fluency and comprehension growth of second-grade students with reading risk within an urban setting. A second focus was to determine the degree to which paraprofessional school personnel could successfully implement the intervention. Five second graders and the school librarian (paraprofessional) participated in this study. A multiple baseline probe across participants revealed a functional relation between RR and student participants’ gains in oral reading fluency and comprehension. Procedural integrity data also revealed that participants (i.e., students and librarian) were able to use and monitor the program with integrity to the maximum extent enabled by the technology. These findings extend the research base for RR. Limitations and directions for future research are discussed.

Keywords:

• Computer-assisted technology
• culturally relevant pedagogy
• oral reading fluency
• paraprofessional
• urban education

Notes on contributors

Morris R. Council, III is an assistant professor at the University of West Georgia in the Department of Literacy and Special Education. His research interests are instructional interventions for improving academic outcomes culturally and linguistically diverse individuals who are at risk for school failure and individuals with diagnosed high-incidence disabilities.

Ralph Gardner, III, Ph.D. is an Emeritus Professor of Special Education/Applied Behavior Analysis at The Ohio State University in the Department of Educational Studies. Dr. Gardner’s research focuses on instructional interventions for improving academic outcomes for urban children who are at risk for school failure and children with mild/moderate disabilities. Dr. Gardner’s research has appeared in some of the field’s leading peer-reviewed journals. Dr. Gardner has received several awards for teaching excellence from The Ohio State University, including the Alumni Distinguished Teaching Award (highest teaching award at the university). He has been invited to present at U.S. and international universities on academic instructional practices, special education, and multicultural issues.

Gwendolyn Cartledge is professor emeritus at The Ohio State University, College of Education and Human Ecology, Department of Educational Studies. She documents an extensive teaching career in both the public schools and higher education. A faculty member at OSU since 1986, her professional research and writings have centered on the social and academic skills of children with and without disabilities including those from culturally/linguistically diverse backgrounds. Her writings have included over 70 journal articles, 4 books, over 27 chapters and monographs, over 150 national/international presentations, and 2 curricula. She also has served as principal investigator on several nationally and locally funded grants researching these topics.

Alana O. Telesman, M.A. has taught students with wide ranges of high incidence disabilities as well as consulted with various school districts to improve reading instruction for students with reading challenges. She is currently pursuing her doctorate at The Ohio State University with a dual degree in Applied Behavior Analysis and Special Education. Alana has conducted various research studies in high poverty schools to provide early reading intervention for struggling learners.