An Investigation of Student-Selected and Parent-Delivered Reading Interventions

Autor/inn/en	Daly, Edward J., III; Kupzyk, Sara
Titel	An Investigation of Student-Selected and Parent-Delivered Reading Interventions
Quelle	In: Journal of Behavioral Education, 21 (2012) 4, S.295-314 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-012-9149-x
Schlagwörter	Reading Instruction; Intervention; Reading Fluency; Reading Improvement; Grade 3; Elementary School Students; Selection; Parents as Teachers; Tutoring; Reinforcement; Contingency Management; Comparative Analysis + Suchen Sie Ihr Suchwort? Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Auslese; Förderkonzept; Nachhilfeunterricht; Positive Verstärkung; Krisenbewältigung
Abstract	In this study, we examined whether individualized, student-selected, parent-delivered reading interventions would produce generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings, modeling, error correction, and flashcard instruction) 1 at a time and were shown the results that each intervention produced. The students then selected the intervention strategies they wanted their parents to use. We trained parents in the student-selected reading intervention package who delivered the interventions for 4-5 weeks, and students were given the opportunity to earn rewards for generalized performance improvements at the end of each week in school. Using an alternating treatments design, results of parent tutoring were compared to a control condition that included a reinforcement contingency for generalized performance improvements to control for reinforcement effects across conditions. Generalized improvements in oral reading fluency (to high-word-overlap passages) were found for all participants. Results are discussed in terms of how educators can improve parent-tutoring outcomes by influencing students' motivation to engage in tutoring procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10