Department of Educational Psychology


Date of this Version

January 1995


Published in School Psychology Quarterly, 10:1 (1995), pp. 41–64. Copyright © 1995 American Psychological Association. Used by permission. “This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.”


This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. Study strengths and limitations, implications for school psychological practice, and future research questions are addressed.