Parent Tutoring in Reading Using Literature and Curriculum Materials: Impact on Student Reading Achievement

Abstract

This study investigated the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. Subjects were 36 student/parent pairs assigned randomly to two treatment groups and a control group. The 15-week study comprised 5 weeks of baseline, 5 weeks of treatment, and 5 weeks of follow-up. During treatment, tutoring occurred four times each week for 20 minutes per session. Treatment effects were evaluated using curriculum-based measurement. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon student reading achievement. Some individual students in LB and CB groups did experience gains in reading achievement, however. Implications for future endeavors in parent tutoring in reading are discussed.