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The myth of the foolproof script: Can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program?

An examination of the implementation of a scripted phonics program for struggling readers, taught by paraprofessionals with no training in phonics, and of the relationship between teacher fidelity to the script and student early literacy scores at the end of the teaching cycle, based on data from 24 paraprofessionals paired with a certified teacher and 121 students in kindergarten classrooms in 3 schools in a local school district in the Southeastern United States
Resource Type:
Reports & Papers
United States

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