Parent‐implemented reading interventions within a response to intervention framework

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental...

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Bibliographic Details
Published in:Psychology in the schools 2019-07, Vol.56 (7), p.1139-1156
Main Authors: Zhou, Qi, Dufrene, Brad A., Mercer, Sterett H., Olmi, D. Joe, Tingstom, Daniel H.
Format: Article
Language:English
Subjects:
Brief interventions
curriculum‐based measurement
Elementary School Students
Fluency
Instructional Effectiveness
Integrity
Intervention
Morality
Mothers
Oral Reading
Parent Attitudes
Parent Participation
Parents & parenting
parent‐mediated intervention
Program Implementation
Progress Monitoring
Reading
Reading Fluency
reading fluency intervention
Reading Improvement
Reading Instruction
Response to Intervention
Students
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Summary:This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22251