{'fraction_non_alphanumeric': 0.023076923076923078, 'fraction_numerical': 0.005494505494505495, 'mean_word_length': 5.698529411764706, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3

One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of paraprofessionals as reading tutoring in grades K-3. Empirical studies were reviewed to identify best practices for administrators who are seeking to use paraprofessionals to improve students’ reading outcomes. Our findings suggested that effective use of paraprofessionals was associated with: (1) extensive training in the delivery of a research-based reading intervention, (2) close and ongoing supervision of tutors and (3) access to scripted lessons with a strong phonics component.