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Teachers Engaging Parents as Reading Tutors

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Abstract

This study examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Three teachers were trained in a 3-h workshop to develop individualized tutoring programs with parents. Following training, the teachers trained four parents to use individualized tutoring programs. A multiple-baseline design was used to evaluate the effects of teacher training on parents’ use of evidence-based reading strategies. Students’ ORF outcomes were also measured at pre and post. Following training, three parents showed immediate improvement in their use of evidence-base strategies. Parent tutoring produced some improvements in students’ ORF. Results are discussed in terms of the importance of teachers engaging parents as active participants in their child’s learning. Discussion focuses on the need for additional research in natural settings to more closely examine the conditions needed for successful implementation of parent-tutoring programs.

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Acknowledgements

The authors wish to thank Maureen O’Conner, Danielle Parisi, Polly Daro, and Mallory Johnsen for their assistance with this study.

This study was completed in partial fulfillment of the requirements for the first author’s doctoral dissertation. This study was partially funded by a grant to the first author from the Wing Institute (http://www.winginstitute.org/).

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Authors and Affiliations

  1. 985450 Nebraska Medical Center, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, 68198-5450, USA

    Sara S. Kupzyk

  2. University of Nebraska-Lincoln, 33 Teachers College, Lincoln, NE, 68588-0345, USA

    Edward J. Daly III

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  1. Sara S. Kupzyk
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  2. Edward J. Daly III
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Correspondence to Sara S. Kupzyk or Edward J. Daly III.

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All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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The authors declare that they have no conflict of interest.

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Kupzyk, S.S., Daly, E.J. Teachers Engaging Parents as Reading Tutors. Contemp School Psychol 21, 140–151 (2017). https://doi.org/10.1007/s40688-016-0113-y

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