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The longer‐term effects of reading interventions delivered by experienced teaching assistants
Author(s) -
SAVAGE ROBERT,
CARLESS SUE,
ERTEN OZLEM
Publication year - 2009
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2009.01405.x
Subject(s) - phonics , reading (process) , intervention (counseling) , psychology , psychological intervention , developmental psychology , response to intervention , term (time) , special education , medicine , primary education , pedagogy , linguistics , psychiatry , philosophy , physics , quantum mechanics
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.
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