Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading

Abstract

This study examined the effectiveness of a paired reading intervention using curriculum‐based measurement (CBM) probes to document reading progress for one fourth‐ and two third‐grade students. These students were considered below‐average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow‐up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 613–626, 2003.

Parental Involvement, Parenting Behaviors, and Children's Cognitive Development in Low-Income and Minority Families

“…The Role of Parental Involvement The importance of parental involvement for children's academic performance is widely accepted: children whose parents are actively involved in their children's education perform better in reading, writing, and behavior (Bailey, Silvern, & Brabham, 2004;Domina, 2005;Fiala & Sheridan, 2003;Flouri, 2004;Li, 2006;Pearce, Jones, & Schwab-Stone, 2003;Reutzal, Fawson, & Smith, 2006;Senechal, 2006;St. Clair & Jackson, 2006;Sy & Schulenberg, 2005;Yan & Lin, 2005).…”

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005

“…The instructional time involved with the implementation was 1 minute (Watson & Ray, 1997). Single-subject (n = 2) 20-minute package over 10 weeks Fiala & Sheridan (2003) Parent tutoring Single-subject (n = 3) 65 sessions with 6-week follow-up (10 minutes each session followed up with questions) Freeland et al (2000) Repeated reading Single-subject (n = 3) 7 sessions Hale et al (2005) Listening-while-reading Single-subject (n = 4) 9 sessions (8 -25 minutes per session) Joseph (2002) Phonological awareness Single-subject (n = 3) 10, 40-minute sessions with 5-day maintenance Lennon & Slesinski (1999) Tutoring Group Repeated reading Single-subject (n = 6) 30 -40 minutes, 4 days per week for 7 weeks Taverne & Sheridan (1995) Parental tutoring Single-subject 79 minutes (average) per week for 5 weeks Tingstrom et al (1995) Reading to read and previewing Single-subject (n = 3) 2 -3 times per week for 4 -9 weeks, 30 minutes per session Watson & Ray (1997) Pre-teaching and teaching of unknown words Single-subject (n = 4) 15 days Vellutino et al (1998) Tutoring Group (n = 76) 30 minutes per day for one or two semesters…”

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

“…Parent-tutoring with reading strategies has yielded increases in reading fluency (Fiala & Sheridan, 2003;Hook & DuPaul, 1999;Wilks & Clarke, 1988) and comprehension (Wilks & Clarke, 1988). Parents have effectively used a variety of methods, including modeling, performance feedback, error correction, repeated readings, and direct instruction.…”