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Permanent link (DOI): https://doi.org/10.7939/R3Q12G

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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Open Access

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Other title
Subject/Keyword
Parent tutoring
Reading achievement
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Goudey, Jennifer
Supervisor and department
Parrila, Rauno (Educational Psychology)
Lovett, Maureen W. (Pediatrics and Medical Sciences)
Examining committee member and department
Klassen, Robert (Educational Psychology)
McQuarrie, Lynn (Educational Psychology)
Bisanz, Jeffrey (Psychology)
Evans, Mary Ann (Psychology)
Department
Department of Educational Psychology
Specialization

Date accepted
2009-08-28T20:28:47Z
Graduation date
2009-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used to study the efficacy of the parent-tutoring program Paired Reading (PR; Topping, 2001) and an experimental modification of PR on the reading achievement of children in Grades 2 to 4. Fifty-seven families were recruited to participate in this study. Participants were randomly assigned to one of three groups: (1) the PR parent tutoring program that taught parents to read with their child, providing corrective feedback to their child in the form of supplying the misread word, when needed (PR); (2) a modified parent tutoring intervention which used the PR program, but included training in the word identification strategies of the Phonological and Strategy Training Program (PHAST; Lovett, Lacerenza, & Borden, 2000) to be used during the PR activity when assistance with reading was needed (PR-PHAST); and (3) a wait-list control group that continued with their regular family reading activities. Children’s reading abilities were assessed twice: prior to intervention and immediately after the 16-week intervention. Questionnaires were used to assess parental involvement with home literacy activities and to evaluate parental perception of the home tutoring program. Intervention fidelity was monitored via audio taped samples of reading sessions and follow-up telephone calls. The results suggest that superior reading gains can be achieved at home with a modification of the PR technique that incorporates teaching the word identification strategies of the PHAST Program.
Language
English
DOI
doi:10.7939/R3Q12G
Rights
License granted by Jennifer Goudey (jgoudey@ualberta.ca) on 2009-08-26T17:05:34Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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