Abstract
In this study, we examined whether individualized, student-selected, parent-delivered reading interventions would produce
generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings,
modeling, error correction, and flashcard instruction) 1 at a time and were shown the results that each intervention produced.
The students then selected the intervention strategies they wanted their parents to use. We trained parents in the student-selected
reading intervention package who delivered the interventions for 4–5 weeks, and students were given the opportunity to earn
rewards for generalized performance improvements at the end of each week in school. Using an alternating treatments design,
results of parent tutoring were compared to a control condition that included a reinforcement contingency for generalized
performance improvements to control for reinforcement effects across conditions. Generalized improvements in oral reading
fluency (to high-word-overlap passages) were found for all participants. Results are discussed in terms of how educators can
improve parent-tutoring outcomes by influencing students’ motivation to engage in tutoring procedures.
generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings,
modeling, error correction, and flashcard instruction) 1 at a time and were shown the results that each intervention produced.
The students then selected the intervention strategies they wanted their parents to use. We trained parents in the student-selected
reading intervention package who delivered the interventions for 4–5 weeks, and students were given the opportunity to earn
rewards for generalized performance improvements at the end of each week in school. Using an alternating treatments design,
results of parent tutoring were compared to a control condition that included a reinforcement contingency for generalized
performance improvements to control for reinforcement effects across conditions. Generalized improvements in oral reading
fluency (to high-word-overlap passages) were found for all participants. Results are discussed in terms of how educators can
improve parent-tutoring outcomes by influencing students’ motivation to engage in tutoring procedures.
- Content Type Journal Article
- Category Original Paper
- Pages 1-20
- DOI 10.1007/s10864-012-9149-x
- Authors
- Edward J. Daly, University of Nebraska-Lincoln, 33 Teachers College, Lincoln, NE 68588-0345, USA
- Sara Kupzyk, University of Nebraska-Lincoln, 33 Teachers College, Lincoln, NE 68588-0345, USA
- Journal Journal of Behavioral Education
- Online ISSN 1573-3513
- Print ISSN 1053-0819