Graduation Year

2008

Document Type

Ed. Specalist

Degree

Ed.S.

Degree Granting Department

Psychological and Social Foundations

Major Professor

Kathy Bradley-Klug, Ph.D.

Keywords

Caregiver involvement, Parent involvement, Fluency, Curriculum Based Measures, Tutoring, Hierarchical linear modeling

Abstract

This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention ended. The effects of the intervention were evaluated using a multiple baseline across participants design. Reading fluency was measured using Curriculum-Based Measurement of reading fluency (CBM-R) Results showed that three students had decreasing trends during baseline, but showed increases in reading fluency scores during the intervention and follow-up phases. A fourth student's scores during intervention and follow-up showed improvement over baseline scores, but with decreasing trends. The fifth student showed little change between baseline and intervention phases. Treatment integrity and social validity data also were collected. Integrity data indicated some variability in parents' implementation of the intervention, while social validity data revealed that parents and students liked the intervention program and found it helpful.

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