A comparative study of the effectiveness of trained and untrained parent tutors on reading comprehension performance of intermediate grade students

Date

1980

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Abstract

The purpose of the study was to examine the effects of parent training on reading comprehension performance of intermediate grade students. An experimental pretest, posttest, control group design was used to compare differences in literal, inferential, and total reading comprehension performance among three groups of children: Those receiving trained-parent tutoring, those receiving untrained-parent tutoring, and those receiving no parent tutoring. More specifically, the study examined the influence of parent training in five comprehensive categories: (a) predicting outcomes and extending ideas, (b) locating information, (c) organizing, (d) remembering, and (e) evaluating (Guszak, 1978) on fourth, fifth, and sixth grade students1 literal, inferential, and total reading comprehension performance. Research hypotheses were tested controlling for sex, grade level, reading teacher, and score ranking within experimental groups. [...]

Description

Keywords

Home and school, Reading comprehension

Citation