Premium
Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading
Author(s) -
Fiala Cathy L.,
Sheridan Susan M.
Publication year - 2003
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.10128
Subject(s) - reading (process) , psychology , curriculum based measurement , curriculum , multiple baseline design , intervention (counseling) , developmental psychology , mathematics education , pedagogy , curriculum development , psychiatry , curriculum mapping , political science , law
This study examined the effectiveness of a paired reading intervention using curriculum‐based measurement (CBM) probes to document reading progress for one fourth‐ and two third‐grade students. These students were considered below‐average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow‐up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 613–626, 2003.