Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.

中文翻译：

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辅助教育者实施的干预措施对学生识字技能习得的影响：综述

辅助教育工作者越来越多地承担着为小学残疾学生提供早期识字指导的任务。本综述综合了 19 项研究的结果，这些研究检查了辅助教育者实施的早期识字教学，并报告了纳入研究的描述性特征、方法学质量和治疗结果。使用特殊儿童委员会的质量指标对研究进行方法学质量评级。这项系统评价首次描述了辅助教育者在小学环境中通过单案例研究设计和组间研究设计实施的早期识字教学，并且首次应用一组质量指标来评估学习质量。综合证据表明，通过适当的培训和监督，辅助教育者能够促进学生获得语音知识、单词阅读、流畅性、理解和拼写领域。讨论了对研究和实践的影响。