ERIC Number: ED340003
Record Type: RIE
Publication Date: 1991-Sep
The Efficacy of a Program for Teaching Parents How To Read to Low-Achieving School-Aged Children To Increase Their Word Recognition and Comprehension.
Soiferman, Lisa Karen
A study investigated the efficacy of a program designed to teach parents how to read to their low-achieving school-aged children to help increase the children's word recognition and comprehension. Parents whose children (grades 1-4) were receiving additional school assistance from a resource specialist were invited to enroll in the program. Fourteen parents were instructed once a week for 8 weeks in 2-hour time blocks, and were advised to read to their children every day using techniques and strategies modeled during classes. Results showed significant gains in all areas of word recognition--identifying words both in isolation and in context. There was also a significant increase in students' comprehension on both uncued and cued recall performance measures. As a result of the program, student attitudes towards reading also improved; students read more, both in the classroom and at home. Results confirmed the efficacy of a parent program to help low-achieving school-aged children. (Eight tables and 5 figures are included; 61 references and 7 appendixes are attached.) (Author/PRA)
Descriptors: Family Literacy, Foreign Countries, Intermediate Grades, Low Achievement, Parent Education, Parent Participation, Parent Student Relationship, Primary Education, Reading Aloud to Others, Reading Attitudes, Reading Comprehension, Reading Instruction, Reading Research, Reading Strategies, Word Recognition
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Thesis, University of Manitoba (Canada).