Improving Student Reading through Parents' Implementation of a Structured Reading Program

Autor/inn/en	Mitchell, Courtney; Begeny, John C.
Titel	Improving Student Reading through Parents' Implementation of a Structured Reading Program
Quelle	In: School Psychology Review, 43 (2014) 1, S.41-58 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Elementary School Students; Primary Education; Reading Difficulties; Reading Improvement; Reading Programs; Parent Participation; Parents as Teachers; Tutors; Program Implementation; Reading Fluency; Intervention; Summer Programs; Reading Tests; Pretests Posttests; Quasiexperimental Design; Early Reading; Effect Size; Integrity; Achievement Tests; Standardized Tests; Emergent Literacy; Oral Reading; Statistical Analysis; Interrater Reliability; Program Effectiveness; Wechsler Individual Achievement Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Primarbereich; Reading difficulty; Leseschwierigkeit; Elternmitwirkung; Förderlehrer; Lehrender; Tutor; Sommerkurs; Lesetest; Frühlesen; Integrität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Frühleseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Statistische Analyse; Interrater-Reliabilität; WIAT; Eignungsprüfung; Eignungstest
Abstract	Parent tutoring offers potential as a means for assisting the large percentage of students who need to improve their reading skills. The primary purpose of this study was to examine the impact of a reading fluency intervention program when used by parents in the home during the summer months. Specifically, this study evaluated the effects of the Helping Early Literacy with Practice Strategies (HELPS) Program when implemented by parents with struggling readers. By use of a one-group pretest-posttest quasi-experimental design with the addition of two nonequivalent dependent variables, findings showed that students participating in the HELPS program significantly improved on four different measures of early reading, with effect sizes ranging from medium to large. Simultaneously, students did not show growth on nontargeted skills, as measured with the nonequivalent dependent variables. Parents also showed strong implementation integrity of the HELPS program and reported high acceptability. The implications of these findings and future research directions are discussed, including how the HELPS program may help to prevent summer learning loss. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01