Abstract/Details

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 2006

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Abstract (summary)

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.

Indexing (details)


Subject
Educational psychology;
Special education;
Literacy;
Reading instruction
Classification
0525: Educational psychology
0529: Special education
0535: Literacy
0535: Reading instruction
Identifier / keyword
Education; Experimental validation; Interventions; Learning disabilities; Parent tutoring; Reading deficiencies
Title
Improving reading outcomes for children with learning disabilities: Incorporating strategic and sequential experimental validation in the development of parent tutoring interventions for reading deficiencies
Author
Gortmaker, Valerie J.
Number of pages
151
Publication year
2006
Degree date
2006
School code
0138
Source
DAI-A 67/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542684739
Advisor
Daly, Edward J., III
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3219056
ProQuest document ID
305281567
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305281567
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