Date of Award


Degree Name

Specialist in Education



First Advisor

Dr. Galen J. Alessi

Second Advisor

Dr. Joetta Long

Third Advisor

Dr. Howard Farris

Access Setting

Masters Thesis-Open Access


This study illustrates that early elementary students who were lagging in basic reading skills learned at a faster-than-mainstream rate when taught by paraprofessional aides trained in administering the Beginning Reading tutorial program. After intensive training aides were shown to implement the tutorial program at a level considered to be above adequate. Mean gains made by tutored students in socially important (norm-referenced) reading skills were both statistically and educationally significant. A multiple-baseline analysis of program skill acquisition demonstrated that each program section implemented was effective in reaching its stated objectives. Control group pre-post-test comparisons of program skill acquisition further substantiate the effectiveness of the program over mainstream classroom instruction alone in teaching sound-symbol association and blending skills. Generalizabilily of results and areas for future research are discussed.