辅助教育工作者实施的干预措施对学生掌握读写技能的影响：综述

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-03-05 DOI:10.1177/07419325241234080

Guy Martin, Christopher J. Lemons, Yasmina E. Haddad

{"title":"辅助教育工作者实施的干预措施对学生掌握读写技能的影响：综述","authors":"Guy Martin, Christopher J. Lemons, Yasmina E. Haddad","doi":"10.1177/07419325241234080","DOIUrl":null,"url":null,"abstract":"Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review\",\"authors\":\"Guy Martin, Christopher J. Lemons, Yasmina E. Haddad\",\"doi\":\"10.1177/07419325241234080\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.\",\"PeriodicalId\":48042,\"journal\":{\"name\":\"Remedial and Special Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Remedial and Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07419325241234080\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241234080","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

辅助教育工作者越来越多地承担起为小学残疾学生提供早期识字指导的任务。本综述综合了 19 项研究的结果，这些研究考察了辅助教育工作者实施早期识字教学的情况，并报告了所纳入研究的描述性特征、方法质量和治疗效果。研究的方法质量采用特殊儿童委员会的质量指标进行评定。该系统性综述首次对小学环境中由辅助教育工作者实施的早期识字教学进行了描述，涵盖了单例研究设计和组间研究设计，并首次应用了一套质量指标来评定研究质量。综合证据表明，在适当的培训和监督下，辅助教育工作者能够促进学生在语音知识、单词阅读、流利性、理解和拼写领域的学习。本文讨论了研究和实践的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review

Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.