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What happens when parent volunteers ...

Southwell, Kimberly.

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What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?

Record Type:	Electronic resources : Monograph/item
Title/Author:	What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?/
Author:	Southwell, Kimberly.
Description:	174 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711364
ISBN:	9781321875584

What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?
Southwell, Kimberly.

What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading? - 174 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Texas Woman's University, 2015.

The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children.

ISBN: 9781321875584Subjects--Topical Terms:

2122756
Reading instruction.

What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?
LDR:02274nmm a2200277 4500 001 2070996
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008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321875584
035 $a (MiAaPQ)AAI3711364
035 $a AAI3711364
040 $a MiAaPQ $c MiAaPQ
100 1 $a Southwell, Kimberly. $3 3186090
245 1 0 $a What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Claudia Haag.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2015.
520 $a The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children.
590 $a School code: 0925.
650 4 $a Reading instruction. $3 2122756
650 4 $a Early childhood education. $3 518817
690 $a 0535
690 $a 0518
710 2 $a Texas Woman's University. $b Reading Education. $3 3186091
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0925
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711364