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UBC Theses and Dissertations
Parent teaching and the development of reading skills of at-risk readers Ottley, Pamela M.
Abstract
This study addressed the questions of whether parents can give effective phonological and phonics skills instruction to their own young children, who are at risk for reading difficulties, and whether any positive changes in child attitude and parent confidence occur as a result of the instruction. Early phonological and phonics skills instruction is known to be effective for children at-risk for reading difficulties, but is not always provided in schools. Two groups of families (experimental and "waiting list" control) used a home program (providing phonological and phonics skills instruction, and Paired Reading guidance) for two separate, daily, ten-minute activity and reading sessions, for ten weeks. The program also included a process to address reading motivation, whereby parents used the language of strategies of mediation based on Vygotsky's social learning theories. Significant Time by Group interaction effects were calculated for Word Attack and Phoneme Deletion (Initial Sound). Parent and child pre-test and post-test questionnaires explored changes in motivation and attitude to reading. There were significant positive changes in child attitude to reading, and parent perceptions of progress. Small but significant correlations were also found between parent perceptions and treatment integrity, and between treatment integrity and achievement outcomes. It was concluded that the study provides limited support for the idea that parents of grade 1 children at-risk for reading difficulties can give instruction effectively when given detailed information about all three aspects of early reading.
Item Metadata
Title |
Parent teaching and the development of reading skills of at-risk readers
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2003
|
Description |
This study addressed the questions of whether parents can give effective phonological
and phonics skills instruction to their own young children, who are at risk for reading
difficulties, and whether any positive changes in child attitude and parent confidence
occur as a result of the instruction. Early phonological and phonics skills instruction is
known to be effective for children at-risk for reading difficulties, but is not always
provided in schools. Two groups of families (experimental and "waiting list" control)
used a home program (providing phonological and phonics skills instruction, and Paired
Reading guidance) for two separate, daily, ten-minute activity and reading sessions, for
ten weeks. The program also included a process to address reading motivation, whereby
parents used the language of strategies of mediation based on Vygotsky's social learning
theories. Significant Time by Group interaction effects were calculated for Word Attack
and Phoneme Deletion (Initial Sound). Parent and child pre-test and post-test
questionnaires explored changes in motivation and attitude to reading. There were
significant positive changes in child attitude to reading, and parent perceptions of
progress. Small but significant correlations were also found between parent perceptions
and treatment integrity, and between treatment integrity and achievement outcomes. It
was concluded that the study provides limited support for the idea that parents of grade 1
children at-risk for reading difficulties can give instruction effectively when given
detailed information about all three aspects of early reading.
|
Extent |
8603317 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-11-17
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0091446
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2003-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.