Parents as Remedial Reading Tutors: A Report on the Work of the Mangere Home and School Project. Set Research Information for Teachers, Number Two, Item 3.

Autor/inn/en	Robinson, Viviane; und weitere
Institution	New Zealand Council for Educational Research, Wellington.
Titel	Parents as Remedial Reading Tutors: A Report on the Work of the Mangere Home and School Project. Set Research Information for Teachers, Number Two, Item 3.
Quelle	(1979), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Foreign Countries; Home Instruction; Parent Role; Parent School Relationship; Reading Difficulties; Reading Improvement; Reading Instruction; Reading Research; Remedial Programs; Remedial Reading; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Heimunterricht; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Leseforschung; Förderprogramm; Leseförderung; Neuseeland
Abstract	A study was conducted in South Auckland, New Zealand, to discover how parents could help children with reading difficulties. Specifically, the study addressed three questions: Do parents want to help improve their children's reading? Can parents learn specific reading tutoring skills? Does parent tutoring improve children's reading, both at home and at school? The study involved 14 families, each with a child between the ages of 8 and 12 who was at least two years behind in reading. The parents were instructed in tutoring procedures that were designed to help children enjoy reading and become independent readers. The results showed that, at home, the tutored children progressed an average of 5.75 months in the level of book they could read, the overall accuracy of their reading improved from 84.5% to 86.6%, and their percentage of self-corrected errors improved from 15.2% to 27.6%. At school, however, only two of the children showed progress. The findings indicated that parents did want to help their children with reading; that parents not only learned the tutoring procedures but, in some cases, used them with other children; and that reading gains in one setting did not automatically transfer to a second setting. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC