Abstract
A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills.
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Duvall, S.F., Delquadri, J.C., Elliott, M. et al. Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages, settings, and time. J Behav Educ 2, 281–303 (1992). https://doi.org/10.1007/BF00948819
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DOI: https://doi.org/10.1007/BF00948819