Defense Date

10-17-2005

Graduation Date

2005

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

Denise Anderson

Committee Member

Kimberly L. Bright

Committee Member

Thomas Austin

Keywords

at-risk students, elementary, explicit instruction, oral reading accuracy, parental involvement, reading, reading strategies

Abstract

The purpose of this research study was to work with parents who used two different reading interventions at home and find out which parent intervention was more effective in improving their children's oral reading accuracy levels. The total sample size was the parents of 34 elementary at-risk reading students who were taking part in a summer reading and writing program at a state university. Approximately 15 to 20 parents were randomly assigned to both the experimental and main control groups. The main design of this study was an experimental design of parents who were selected randomly by grade level to be in two different treatment groups. The independent variables in this study were information (gender of student, grade level and total amount of time completing interventions) about these two groups. The experimental group of parents used the School-Home Links Reading Kit activity pages with their children recording the number of minutes they spent after each tutoring session completing the activity pages on the weekly Activities Page Log. The control group parents listened to their children read to them and recorded their daily reading time on a weekly Student Reading Log. All parents were given an End of Project Survey the third Friday of the tutoring sessions. Instrumentation used in this study was the DRA accuracy growth level, Activity Pages Logs, Student Reading Logs, End of Project Surveys and End of Project Interviews. The dependent variable was the growth in the oral reading accuracy levels from the DRA given by university graduate students before the tutoring started and again at the end of the tutoring sessions. An independent samples t-test was used to determine if there was a significant difference in the oral reading accuracy growth levels between the two groups. In addition to the quantitative aspect of this research, qualitative data was also gathered. Seven parents from both the experimental and control groups were randomly selected to participate in interviews. The notes from these interviews were transcribed and analyzed for similarities and differences in the perceptions parents had regarding the two reading interventions.

Format

PDF

Language

English

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