The longer-term effects of reading interventions delivered by experienced teaching assistants.

• Autores: Robert S. Savage, Sue Carless, Ozlem Erten
• Localización: Support for learning, ISSN 0268-2141, Vol. 24, Nº. 2, 2009, págs. 95-100
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non-word decoding skills in the immediate post-tests, 74 children were clustered together at the high end as ‘treatment responders’ ( n = 49) and at the low end as ‘treatment non-responders’ ( n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment-responder group was superior in all areas of rated attainment and, unlike the non-responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties. [ABSTRACT FROM AUTHOR]