|Citation:||Powell-Smith, K. A., Stoner, G., Shinn, M. R., & Good, R. H. III. (2000). Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. School Psychology Review, 29(1), 5-27.|
This study investigates the impact of two home-based reading tutoring programs on students' reading achievement. In one program, researchers trained parents in the use of literature-based materials, and in the other program parents were trained to use curriculum-based reading materials in tutoring their children at home. The programs provided guided practice and feedback, monitored the integrity of program implementation, and measured outcomes using sensitive and direct measures of reading achievement. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program significantly affected student reading achievement; however, individual students in both the literature-based and curriculum-based groups experienced gains. Researchers employed a quantitative research design in the 15-week study comprised of three phases: baseline, treatment, and follow-up. Thirty-six second grade student/parent pairs were assigned randomly to two treatment groups and a control group. Tutoring occurred four times each week for 20 minutes per session. Parents in both groups were taught to correct four types of reading errors and encouraged to praise students' efforts. Treatment effects were evaluated using curriculum-based measurement. Three general implications for practice can be derived from this study. First, parents are able and willing to work with their children on school-related tasks. Second, parent tutoring in reading is not meant to replace reading instruction. Third, as a sole component of an intervention plan, parent tutoring in reading should not be expected to significantly impact student achievement. One limitation of this study noted by the researchers is that parents self-reported their involvement in home tutoring. The fact that more control group parents had a higher level of education than parents in either treatment group is another noteworthy limitation.
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