Paraeducator-Led Strategy Instruction for Struggling Writers

Abstract

Paraeducators are an integral part of instruction in public schools. This study used a multiple baseline across participants design to investigate the ability of a paraeducator to deliver Self-Regulated Strategy Development (SRSD) instruction in narrative writing. The paraeducator taught the POW + WWW, What = 2, How = 2–story writing strategy to three struggling fourth-grade writers. After receiving the paraeducator-led SRSD instruction, the stories of the struggling writers became more complete, qualitatively better, and longer on average. The paraeducator was able to deliver instruction with a high degree of fidelity. Limitations of the study and implications for practice are discussed.