Paraprofessionals implementing a research-based reading intervention

Abstract

In many schools in Australia students often begin their primary years with limited preparation for reading. ‘All hands on deck’ are required to ensure the best possible student success rate for learning to read. In this project, Education Assistants, often under-utilised in schools, were used to implement a reading intervention to struggling readers in years one to three. Education Assistants were trained to withdraw students in small groups and engage students in an explicit, systematic early reading program. The intervention was implemented in a cognitively and emotionally supportive manner and the Education Assistants were trained using autonomy support, collaboration and reflection. Results showed encouraging growth in reading skills for all student age groups compared to the rest of the class. The Education Assistants responded well to the initial and ongoing training processes, refining their teaching skills and the intervention over the period.