Homebased Reading Practice and Reading Achievement of Elementary Education Students

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Home-based Reading Practice and Reading
Achievement of Elementary Education Students

• Dr. Candace Baker
• Texas A M International University
• candace.baker_at_tamiu.edu
• http//www.tamiu.edu/coedu/SpecPops/sped.shtml
• scroll down to find my name and picture then
  look for link to CEC presentation.

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Research related to parent tutoring

• A brief review of the literature

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Gortmaker, Daly, McCurdy, Persampieri,
Hergenrader (2007). Improving reading outcomes
for children with learning disabilities

• Children can benefit from parent involvement when
  parents are guided in the application of a good
  intervention.
• Study showed increased CRWs for reading fluency
• Parents reported seeing improved reading in their
  child
• One weakness noted in previous research is lack
  of generalized improvement in reading outcomes
• Look at word overlap of different reading
  passages

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The article

• Children can benefit from parent involvement when
  parents are guided in the application of a good
  intervention.
• Study showed increased CRWs for reading fluency
• Parents reported seeing improved reading in their
  child
• One weakness noted in previous research is lack
  of generalized improvement in reading outcomes
• Look at word overlap of different reading passages

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Erion (2006). Parent tutoring A meta-analysis

• Research on parent effectiveness as tutors is
  inconclusive because of research methodology
  concerns.
• Cited Fantuzzo et. al. (1995), Gang Poche
  (1982) and Koven LeBow (1973) to state that
  parents can have a positive impact on student
  learning if they are given appropriate materials
  and training in their use
• Only 3 studies measured level of treatment
  integrity using implementation checks
• In general, the meta-analysis did find support
  for parent tutoring and student outcomes

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Persampieri et. al. (2006). Promoting parent use
of empirically supported reading interventions.

• Cited others to state that parents can be
  effective as tutors, but many report they do no
  know how to help and feel inadequate
• Evidence-based practices now list
• Guided oral reading
• Listening passage preview
• Repeated readings
• Error correction, performance feedback, and
  reward contingencies
• Study found efficacy for parent tutoring

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Hitchcock, Prater, Dowrick (2004). Reading
comprehension fluency Effects of tutoring

• Cited Dowrick et. al. (2001) Jenkins et. al.
  (2000) to support effectiveness of tutoring by
  an adult or community partner

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Fiala Sheridan (2003). Parent involvement
reading

• Cited Fredericks Rasinski (1990) for successful
  parent effort
• Involve real reading
• Enjoyable, efficient, easy to implement
  activities
• Connection between home school
• Consistency commitment rather than short-term
  single activity
• Parents do not know how reading instruction is
  delivered or how to help
• Past research not of high quality

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Rasinski Stevenson (2005). Fast Start Reading
A fluency based home reading program

• Fast Start Program
• Parent reads brief text (multiple times) to and
  with their child
• Parent listens to the child read
• Parent engages child in word study activity
• Positive impact for all children in the
  experimental group (1st grade)
• Even more impact for those students in lowest
  half of scores in experimental group

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So, what do we know?

• Some parents are motivated to tutor
• Most of them feel inadequate in instructional
  methodology
• Researchers all recommend parent training in
  evidence-based practices with follow-up for
  integrity checks
• When parents are educated to deliver tutoring
  using evidence-based practices, their children
  have positive outcomes for reading fluency

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A look at our population

• This study was conducted in a university clinic
  where community families paid for supplemental
  instruction for their children who were served in
  public and/or private P-12 schools
• The students all received special education
  services in their schools under various
  categories
• The students received progress monitoring for CWR
  per minute in our clinic and had word decoding
  skills
• The families requested information for effective
  ways to help their children learn to read

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A look at best practice

• National Reading Panel (200)
• Guided oral reading interventions for word
  recognition, fluency and comprehension
• Listening passage preview (reading to the
  student)
• Repeated readings (read and re-read same passage)
• Error correction
• Feedback
• Reward contingencies

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How do we condense evidence-based practice to
educate families for tutoring?

• We knew that it would be too resource intensive
  to provide the instruction, modeling/demonstration
  , feedback, and integrity checks over the course
  of the intervention that is required
• We looked for a commercial package to meet the
  requirements

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Our choice

• We decided to use the One Minute Reader from Read
  Naturally because
• It incorporated the recommendations from the
  National Reading Panel (2000) in the activities
• It came with a DVD that families could refer back
  to at any time to clarify procedures
• We added a procedure to complement the package
  that focused on parent reflection for each
  tutoring session
• Qualitative data
• Served as an integrity check

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Parent training

• Individual consultation to view the DVD with the
  researcher and/or the assistant and answer any
  questions
• About 1 hour
• Introduction to the additional session
  questionaire
• Length of session
• Errors on final reading
• Score on comprehension check
• Growth on Hot Reading ( of words)
• Rating of enjoyment (parent and child)
• Amount of time in direct supervision of session

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Reading Fluency Generalization

• Collected data within the OMR
• Collected data with a one minute reading probe
  from the Basic Skills (Sopris West)
• Collected data with the Basic Reading Inventory
  (Jerry Johns BRI)

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Participants

• Hal was a 12 year old AA student identified as
  having an emotional disturbance with a secondary
  learning disability
• Oscar was a 10 year old AA student diagnosed
  with CP, visual impairment, seizure disorder, and
  receives special education under the category of
  cognitive disabilities
• Sheila was a 10 year old EA student who was
  identified as a struggling reader by her
  general education teacher.

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Sheila

• The mother was very adept with the instructional
  package
• The mother started out supervising about ¾ of the
  session then to about ½ of the session and
  finished the majority of the sessions supervising
  less than ¼ of the session
• The mother reported satisfaction with the program

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Sheilas outcomes
Fourth Grade Passage
Fifth Grade passage
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Hals outcomes

• Both Hal and his mother greatly enjoyed the OMR
  stories and strategies
• Hal finished 2 grade levels of stories during the
  6 weeks of sessions
• The mother reported spending almost the whole
  time in direct supervision then finished the last
  2 weeks supervising about ¾ of the session

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Hals outcomes
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Oscars outcomes

• Oscars mother provided additional qualitative
  data to the individual session sheets
• The first 2 weeks were like pulling teeth then
  the remaining 6 weeks were somewhat enjoyable to
  strongly enjoyable
• The mother was singing our praise!

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Discussion