Paraprofessionals need support in successfully implementing literacy interventions to students with visual impairments. This study used a multiple-probe-across-participants design to evaluate the effectiveness of using performance feedback delivered by e-mail to increase paraprofessionals' implementation of constant time delay to teach braille words. Participants were three dyads, each consisting of a paraprofessional and a student with a visual impairment. Paraprofessionals were given a brief training on how to implement constant time delay, and then supported with e-mail feedback. The addition of e-mail feedback increased their fidelity of implementation with the intervention of constant time delay. Implications are offered related to the use of e-mail feedback and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]