Repeated reading and listening passage preview with parents as tutors: An investigation of integrity, effectiveness, and acceptability
Date of Completion
Education, Elementary|Education, Educational Psychology|Education, Reading
The purpose of this study was to examine the effects and integrity of parents as reading tutors for second grade children with fluency problems. Four parent/child pairs served as participants using a multiple baseline across subjects design. Parents tutored children using a fluency-based intervention package (i.e., Listening Passage Preview and Repeated Reading) 3 times a week for 8 weeks. Parents were provided with an initial training session, which consisted of direct instruction, practice, and feedback. To assess for direct and indirect measures of integrity, parents used an integrity checklist and audio taped each session. If procedural adherence was less than 90% accurate, parents received a phone call to provide extra support and feedback. If integrity remained below 90% accuracy after receiving the telephone call, parents were provided with a booster training session. Dependent measures included change in oral reading fluency as measured by Curriculum-Based Measurement, treatment integrity as measured by direct observations and self-report, and treatment acceptability by parents and children as measured by acceptability rating scales. All students demonstrated gains in fluency, minimal support was required in response to parents' integrity levels, and participants found the program generally acceptable. ^
Weinstein, Kristen Suzanne, "Repeated reading and listening passage preview with parents as tutors: An investigation of integrity, effectiveness, and acceptability" (2004). Doctoral Dissertations. AAI3138409.