Teacher assistants' implementation of the Reading to read intervention: Relative effects on oral reading fluency and reading comprehension skills
The effectiveness of Reading to read (RTR), a behaviorally- based reading intervention program, was investigated using teacher assistants as intervention agents. Second and third-grade students identified as at risk readers served as participants and participated in a mean of 21 intervention sessions. A pretest-posttest no-treatment control group design was employed to investigate dependent measures of oral reading fluency and reading comprehension skills. Additionally, an interrupted time series with a no-treatment control group design was used to assess oral fluency and reading comprehension performance across RTR intervention passages on parallel and Grade-Level Passages. Results reveal statistically significant group differences using an ANCOVA procedure along with medium to large effect sizes for between-group reading fluency and comprehension accuracy gains on all dependent measures. In addition to positive treatment effects, high treatment integrity and high teacher acceptability indicate RTR's efficacy as an intervention tool to be used by paraprofessionals in a classroom setting. Limitations, implications for practice, and suggestions for further study are discussed.