Abstract
In order to discover whether teacher aides can be used effectively to help develop reading readiness in kindergarten children, three groups of three classes each were compared: (1) Group A, no teacher aide, (2) Group B, one teacher aide, (3) Group C, five teacher aides. Under the direction of the teachers, aides worked with children in activities designed to increase reading readiness. There were no initial differences between groups (Metropolitan Readiness Test, Form R), but there were significant differences at the end of one semester in favor of the groups with aides.
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