Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement

Investigated the effects of 2 parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. 36 2nd-grade students (mean age 7 yrs, 11 mo) and their parents were randomly assigned to 2 treatment groups and a control group. The 15-wk study comprised 5 wks of baseline, 5 wks of treatment, and 5 wks of follow-up. During treatment, tutoring occurred 4 times each week for 20 min per session. Treatment effects were evaluated using curriculum-based measurement. The results show that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon student reading achievement. However, some individual students in LB and CB groups did experience gains in reading achievement. Implications for future endeavors in parent tutoring in reading are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Authors citation
Powell-Smith, K. A., Shinn, M. R., Stoner, G., & Good III, R. H.
Publication
School Psychology Review, 29(1), 5–27
Year of Study
2000
Subject
Literacy
Program Evaluated
Parent tutoring reading programs (using child’s classroom reading materials)
Tutor Type
Parent
Duration
5 weeks
Sample size
24
Grade Level(s)
2nd Grade
Student-Tutor Ratio
1
Effect Size
-0.3
Study Design
Randomized Controlled Trial
Powell-Smith, K. A., Shinn, M. R., Stoner, G., & Good III, R. H. (2000). Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. School Psychology Review, 29(1), 5–27.