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The design and evaluation of the Reading Achievement (ReAch) Early Intervention Program
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The design and evaluation of the Reading Achievement (ReAch) Early Intervention Program
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Dissertation
The design and evaluation of the Reading Achievement (ReAch) Early Intervention Program
2000
Overview
The ReAch Early Intervention Program was created to help low-performing first and second grade students make progress in learning to read and meet standards of literacy that would permit them to perform successfully in their regular classrooms. The tutorial instruction was developed using Reading Recovery principles and research. However, instruction was delivered by instructional assistants—paraprofessionals who worked under the direction and the close supervision of the school reading specialist. Data from four years of the program in three pilot schools were analyzed to determine the amount of growth made by students from the beginning to the end of the intervention and to calculate the percentage of students achieving literacy standards established within the ReAch model. Results indicated that the program was successful in helping students make gains in reading achievement and attain levels of literacy which would allow success in the classroom. In addition, a treatment-control study was conducted to determine the significance of the gains. Multiple regression analysis revealed that ReAch students made significantly greater gains on program measures. The study also attempted to use scores from reading sub-tests of a standardized achievement test. However, no significant differences were noted, and correlation analysis suggested that the test was not a valid measure for these students. Discussion related to the role of program evaluation in support of the program design and implementation process has been included. The use of instructional assistants, or paraprofessionals, as tutors for students experiencing difficulty learning to read has been a major component of the ReAch program. The efficacy of using instructional assistants, or paraprofessionals in providing direct instruction to students is discussed.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
0493067272, 9780493067278
