This project aims to improve literacy outcomes for K–5 students with or at risk for reading disabilities by training paraeducators and non-traditionally certified educators to implement the effective Targeted Reading Instruction model through the TRI–Reading App. Goals include enhancing student reading achievement, increasing educator self-efficacy, and expanding access to evidence-based interventions. Contributions span research (scalable literacy models), policy (paraeducator training), and practice (accessible instructional tools). By leveraging technology and proven instructional methods, the project aims to close persistent opportunity gaps.
The study will address three overarching questions:
1. Does TRI-RA increase educator self-efficacy and instructional time?
2. Do students demonstrate greater-than-expected gains in reading skills?
3. Does TRI-RA help students meet literacy goals outlined in IEPs or reading plans?
The project serves K–5 students with reading difficulties and educators with limited formal literacy training across two development sites, three pilot sites, and ten dissemination sites located in Title I, low-performing schools in North Carolina.
