Improving reading within an urban elementary school: computerized intervention and paraprofessional factors

Reading RACES–Relevant and Culturally Engaging Stories (RR) is a repeated reading intervention using culturally relevant literature that is delivered through computer software. This study extends previous research with RR intended to further evaluate the effects of RR on the fluency and comprehension growth of second-grade students with reading risk within an urban setting. A second focus was to determine the degree to which paraprofessional school personnel could successfully implement the intervention. Five second graders and the school librarian (paraprofessional) participated in this study. A multiple baseline probe across participants revealed a functional relation between RR and student participants’ gains in oral reading fluency and comprehension. Procedural integrity data also revealed that participants (i.e., students and librarian) were able to use and monitor the program with integrity to the maximum extent enabled by the technology. These findings extend the research base for RR. Limitations and directions for future research are discussed.