Identifier
etd-0929103-165159
Degree
Master of Arts (MA)
Department
Psychology
Document Type
Thesis
Abstract
This study investigated the effectiveness of a method of parent training and parent reading tutoring that built on past research. Parents of five first grade children, who were reading below grade level, participated. Parents were trained to implement a three-week tutoring procedure that included modeling, practice, phonics, fluency, accuracy, comprehension, and reinforcement components. According to permanent product examination, parent intervention implementation never fell below 82% integrity. A multiple baseline across participants design was used to analyze results. According to visual analysis, four of the five children showed significant gains in words correct per minute on tutored reading passages. There was no clear evidence of generalization to untutored passages at school, home, and follow-up.
Date
2003
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Resetar, Jennifer Luella, "The impact of parents' implementation of a structured parent reading program on their children's reading fluency" (2003). LSU Master's Theses. 2199.
https://repository.lsu.edu/gradschool_theses/2199
Committee Chair
George Noell
DOI
10.31390/gradschool_theses.2199