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added value or a familiar face?

the impact of learning support assistants on young readers

Stranmillis University College, Queen's University, Belfast, c.gray{at}stran.ac.uk

Sarah McCloy

Stranmillis University College, Queen's University, Belfast

Carol Dunbar

Stranmillis University College, Queen's University, Belfast

Jill Dunn

Stranmillis University College, Queen's University, Belfast

Denise Mitchell

Stranmillis University College, Queen's University, Belfast

James Ferguson

Stranmillis University College, Queen's University, Belfast

As the number of learning support assistants (also referred to as classroom assistants, teaching aides, auxiliary support and paraeducators) employed in the primary sector continues to increase, questions concerning the contribution they make to raising standards of attainment remain to be answered. This article reports evidence from a small-scale study undertaken to evaluate the impact learning support assistants have on the reading attainment of young children taught in schools using a whole class systematic phonics approach. A matched sample test/retest approach was employed to examine differences in the reading performance of pupils who did and did not receive additional reading support. Whilst overall, pupils exposed to the whole class systematic phonics approach showed a significant improvement in reading performance, no added value was noted for pupils receiving learning support assistance. On the contrary, the results suggest that learning support may have a detrimental impact on lower ability readers. Contradictions between the empirical findings and the views of teachers are discussed here.

Key Words: K E Y W O R D S learning support assistants • reading attainment • self-esteem • systematic phonics • young readers

Journal of Early Childhood Research, Vol. 5, No. 3, 285-300 (2007)
DOI: 10.1177/1476718X07080474


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