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.

Committee Chair

George Noell

Included in

Psychology Commons

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