Parents' Experiences of Their Children's Supplementary Reading Intervention: A Qualitative Exploration

Autor/inn/en	Serry, Tanya A.; Liamputtong, Pranee; Rose, Miranda L.; Bretherton, Lesley
Titel	Parents' Experiences of Their Children's Supplementary Reading Intervention: A Qualitative Exploration
Quelle	In: Australian Journal of Learning Difficulties, 21 (2016) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2015.1128452
Schlagwörter	Foreign Countries; Parent Attitudes; Low Achievement; Reading Achievement; Reading Programs; Program Effectiveness; Intervention; Qualitative Research; Semi Structured Interviews; Journal Writing; Elementary School Students; Phenomenology; Australia + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Unterdurchschnittliche Leistung; Leseleistung; Qualitative Forschung; Zeitschriftenaufsatz; Phenomenological psychology; Phänomenologie; Psychologie; Australien
Abstract	We examined the lived experiences of twelve parents of low-progress readers. Parents were recruited from five state schools in Melbourne and each participated in individual interviews. Analyses revealed that most children received Reading Recovery which was the first and often only option. Parents were divided regarding satisfaction with their children's reading outcomes following this program. Sources of dissatisfaction included: a waiting list for commencement of intervention, the sudden cessation of Reading Recovery based on the 100-session limit, and Reading Recovery's theoretical orientation towards constructivist principles. Half the parents independently sought external reading intervention from conventional and non-conventional service providers. Moreover, many parents encountered a personal toll related to their children's reading difficulty. This study highlights the needs of parents who are important stakeholders in the management of low-progress readers. Our findings call for a more systematic, integrated and mindful approach between educators, policy makers and parents of low-progress readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01