UROP Project
Bridging the Gap: Paraprofessionals’ Roles and Training Needs in Emergent Literacy Support
Paraprofessionals, Reading, Preschool, Teachers, Opinions
Research Mentor: Shaylyn King-St.Remy , she/her/hers
Department, College, Affiliation: School of Communication Science & Disorders , Communication and Information
Contact Email: sk10n@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: School of Communication Science & Disorders , Communication and Information
Contact Email: sk10n@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Speech-Language, Education, SPED, Psychology, Social Work, and Family-Child.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Speech-Language, Education, SPED, Psychology, Social Work, and Family-Child.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Fully Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Friday, September 5
Start Time: 3:30
End Time: 4:00
Zoom Link: https://fsu.zoom.us/j/91220284658 - Day: Wednesday, September 3
Start Time: 4:00
End Time: 4:30
Zoom Link: https://fsu.zoom.us/j/93510925981
Project Description
This qualitative (non-numerical information to understand people’s experiences, opinions, and behaviors) study explores how paraprofessionals perceive their role in supporting early literacy development in preschool settings. Despite being essential members of the early childhood education workforce, many paraprofessionals lack adequate training to implement effective literacy practices. Through interviews, surveys, and thematic analysis, this research aims to identify barriers paraprofessionals face, evaluate their current knowledge and confidence levels, and assess their professional development needs. Findings will inform the design of targeted training programs to enhance literacy outcomes for young learners. Research assistants will assist with data collection, transcription, survey analysis, and coding of qualitative data.Research Tasks: Research assistants will need to: (1) meet regularly with the researcher (2) participate in initial and ongoing training. (3) code interview data with the primary investigator to establish reliability and fidelity. Research assistants will also support the project by conducting literature reviews, assist with participant recruitment and communication (i.e-drafting of emails or flyers), during data collection they may help schedule focus groups and transcribe interview recordings, and lastly support quantitative data entry and analysis by summarizing survey results.
Skills that research assistant(s) may need: Research assistants should have strong communication, organization, and time management skills to support collaboration and keep tasks on track. Attention to detail is important for accurate transcription, data entry, and coding. A basic understanding of research methods, including qualitative (non-numerical information to understand people’s experiences, opinions, and behaviors) and quantitative analysis (collecting numerical data that can be measured and analyzed statistically), is helpful, along with comfort using tools like Google Drive, survey platforms, and transcription software.
Mentoring Philosophy
Mentoring PhilosophyShaylyn King-St.Remy’s
At the heart of my mentoring philosophy is a simple but profound belief: You belong here. This message is not conditional, nor is it symbolic—it is foundational. Every student, regardless of background, identity, or educational history, brings essential perspectives that enrich our learning environment.
I intentionally cultivate inclusive, equitable, and humanizing spaces where students can thrive as their full selves. This includes honoring the identities that each student brings to the classroom. I believe that education should not ask students to leave parts of themselves at the door, but rather invite them to bring their whole selves into the learning experience.
My goal as an educator is not only to transmit knowledge, but to co-create it with students in ways that are rigorous, relevant, and justice-oriented. I believe in holding high academic expectations alongside deep compassion. Learning is nonlinear and growth is continuous; mistakes are a necessary part of the process. I encourage my students to give themselves—and each other—grace, while remaining committed to honest self-reflection and mutual accountability.
I also see teaching as a reciprocal practice. I strive to remain open to feedback and flexible in my methods, always willing to adapt to better meet the needs of my students. If at any point students need something different from me—whether in terms of instruction, communication, or support—I encourage them to share that with me. I aim to model the kind of vulnerability, reflection, and adaptability I ask of my students.