Joe’s study demonstrates that a carefully designed multicomponent reading intervention can produce significant improvements in children’s word reading skills, and crucially, the research highlights what makes interventions truly work in practice.
The research reveals that successful reading interventions depend on supporting TA confidence and autonomy, as when TAs feel empowered and self-determined in their role, interventions are more effective. Building strong relationships through positive interactions between TAs and children enhances learning outcomes, while providing integrated approaches helps TAs understand how different aspects of literacy connect together. Creating structured frameworks with clear systems helps TAs deliver interventions with confidence.
This research underscores the importance of investing in our TAs through quality training, ongoing support, and recognition of their vital role in literacy development, demonstrating that when we empower our intervention practitioners, children’s reading outcomes improve significantly.
If you want TAs trained in this approach, you can sign them up for the ALIST training which runs annually.
Link to full research – https://doi.org/10.53841/bpsecp.2025.42.4.4