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Improving reading outcomes for children with learning disabilities: Incorporating strategic and sequential experimental validation in the development of parent tutoring interventions for reading deficiencies
This dissertation involved the investigation of the use of evidence-based interventions by parents to increase the reading fluency of students identified with learning disabilities. An experimental analysis conducted with each participant identified effective, individualized treatment packages. The experimental analyses included parent validation of the individualized treatment package. Students' reading fluency was measured continuously prior to, during, and following parent tutoring. A multiple-probe design across passages was used to examine the effects of parent tutoring on reading in curricular materials. A multiple-baseline design across students was used to experimentally determine whether effects were attributable to treatment across students. Parents implemented the treatments with a high degree of integrity and results demonstrated increases in reading fluency across children and levels of generalization during treatment. The acceptability ratings were favorable among children and parents, as they were pleased with the efficiency of the treatment, the student outcomes, and the effectiveness of the tutoring procedures. Results are discussed in terms of the need for future research to promote generalized improvements in students' reading proficiency and strategies for promoting sustained implementation of interventions over time. ^
Education, Educational Psychology|Education, Special|Education, Reading
Gortmaker, Valerie J, "Improving reading outcomes for children with learning disabilities: Incorporating strategic and sequential experimental validation in the development of parent tutoring interventions for reading deficiencies" (2006). ETD collection for University of Nebraska - Lincoln. AAI3219056.