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Citation:Miller, A. L., & Narrett, C. M. (1995). Does parent involvement and parent feedback about reading progress influence students' reading progress? Paper presented at the Annual Meeting of the American Psychological Association, New York, NY. ED398336.

The purpose of this study is to determine if students' reading progress increased when parents are systematically involved in reading and are provided feedback regarding their children's reading progress. The use of a Curriculum-Based Measurement (CBM) is explored as a direct way of providing feedback about students' reading progress to parents who participate in the parent involvement reading program. Results indicated that the interaction between parent involvement and parent feedback was significant; students whose parents did not receive feedback scored higher than those who did. Neither Parent Involvement nor Parent Reading Feedback significantly influenced student reading achievement as measured by both CBM and standardized reading achievement measures. While feedback to parents did not have a meaningful impact on achievement, it may have provided parents with more insight as to how their student was progressing. While parent involvement and feedback factors alone did not affect reading achievement, the interaction of these two variables yielded significant results on reading comprehension. In this 15-week study, both quantitative and qualitative results were attained. Subjects consisted of second and third grade students from a rural school district in western New York State. Parent involvement in reading programs may be most effective if it is directed at students who are at risk for reading difficulties. Parent involvement programs and feedback may be most effective if they are individually designed to meet the needs of parents and students. Authors note that the small sample size, issues related to parent training, and treatment integrity may have had an impact on results.

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