Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties

Abstract

The current study examines the effect of parent reading interventions on the reading fluency of students with reading disabilities. The experimental procedure was carried out in two stages. In the first stage, the Brief Experimental Analysis procedure was followed to determine the most effective reading fluency intervention for all participants, and in the next step, the parental delivery of the selected intervention procedure took place. Brief experimental analysis was used to identify appropriate reading fluency intervention for each participant. Parents were trained to use the intervention strategies with their children. They implemented the procedures during parent-tutoring sessions at home and results were measured continuously to determine whether generalization occurred. Parent and child satisfaction with the interventions was assessed. Results demonstrated generalized increases in reading fluency in both high-wordoverlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective.

Is Organizing Knowledge Effective in Primary Education?

“…All in all, the strategy, based on Mayer's SOI model [10], is structured into selecting, organizing, and integrating, so that the sequence allows for the identification of keywords and their meanings (lexical processing), for the expression and management of adequate grammar structure (syntactic processing), and for the relation of main ideas in order for the global meaning of a text to be grasped (semantic processing). Since this is a structurebased strategy, students who have been using it have shown improvement in lexical and syntactic processing.…”

“…As stated by Mayer [10], the process leading to learning depends both on the way students process information and on the materials being presented to them. In this sense, the usage of the computerized strategy is relevant and may be fostering positive achievements.…”

“…Lirola [9] focuses on the percentage of students with special educational needs in Spain in the period between 2011/12 and 2018/19 and finds that the presence of learning difficulties increases from 28% to 41%. However, resources devoted to this group of students are scarce, and, technologically, there is a limited usage of strategies based on successful methodologies: nonetheless, taking into account the fact that the development of reading fluency and reading comprehension begins at an early age [10], it is necessary to implement strategies to improve reading skills form the earliest school years.…”

“…In order to tackle this difficulty, previous research has tried to determine the most adequate methodologies for a specific intervention with these deficits or problems [10][11][12]. Watson et al [13] showed that, in furtherance of understanding written language, students must be able to draw inferences and build a "mental model" representing the content of the text.…”

Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

“…to deliver a brief, focused intervention that provides additional opportunities for students to receive instruction and practice with key academic skills. Parent tutoring has been effective in (1) improving math skills in students at risk for math problems (Heller & Fantuzzo, 1993); (2) increasing reading skills in students with attention-deficit/hyperactivity disorder (ADHD; Hook & DuPaul, 1999); (3) improving reading and vocabulary skills of students who have limited English proficiency (Cooke et al, 2009;Kupzyk et al, 2011b;); and (4) increasing reading skills in students at-risk for or identified with learning disabilities (Doǧanay Bilgi, 2020;Erion & Hardy, 2019;Gortmaker et al, 2007;Kupzyk & Daly, 2017;Persampieri et al, 2006;Valleley et al, 2005;Zhou et al, 2019). Parent tutoring can promote skill generalization and maintenance as students have more opportunities to respond to multiple exemplars and with diverse instructors.…”