The Limerick Parent Toe-by-toe Intervention for Struggling Readers
Keywords:
Toe-by-Toe reading intervention, parent, struggling readersAbstract
Parent delivered intervention offers potential as a means for directly improving the reading skills of struggling readers. The focus of this study was to examine the impact of a reading intervention when used by parents within the home setting. Specifically, this study evaluated the effects of the Toe-by-Toe Reading Progamme when implemented by parents of struggling readers. Findings showed that students participating in the Toe-by-Toe programme significantly improved on three different measures of reading word attack, word reading and reading fluency. There was less impressive growth on the reading comprehension and spelling subtests.
The results of these studies are consistent with the empirical literature on the potential efficacy of parents as tutors of their children.
References
References
Adams, A., Yuill, N. and Oakhill, J. (1992) 'Children's Problems in Text Comprehension: An Experimental Investigation', 40(Generic), 178-179.
Adams, M.J. (1990) Beginning to read: thinking and learning about print, Cambridge, Mass: MIT Press.
Clarke, P.J., Snowling, M.J., Truelove, E. and Hulme, C. (2010) 'Ameliorating Children's Reading-Comprehension Difficulties: A Randomized Controlled Trial', Psychological science, 21(8), 1106-1116, available: http://dx.doi.org/10.1177/0956797610375449.
Daly Iii, E.J. and Kupzyk, S. (2012) 'An Investigation of Student-Selected and Parent-Delivered Reading Interventions', Journal of behavioral education, 21(4), 295-314, available: http://dx.doi.org/10.1007/s10864-012-9149-x.
Erion, J. and Hardy, J. (2019) 'Parent tutoring, instructional hierarchy, and reading: A case study', Preventing school failure, 63(4), 382-392, available: http://dx.doi.org/10.1080/1045988X.2019.1627998.
Gortmaker, V.J., Daly Iii, E.J., McCurdy, M., Persampieri, M.J. and Hergenrader, M. (2007) 'IMPROVING READING OUTCOMES FOR CHILDREN WITH LEARNING DISABILITIES: USING BRIEF EXPERIMENTAL ANALYSIS TO DEVELOP PARENT-TUTORING INTERVENTIONS', Journal of applied behavior analysis, 40(2), 203-221, available: http://dx.doi.org/10.1901/jaba.2007.105-05.
Gredler, G.R. (2002) 'Snow, C.E., Burns, M.S., & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press, 432 pp., $35.95', 39(Generic), 343-344.
Kupzyk, S., McCurdy, M., Hofstadter, K.L. and Berger, L. (2011) 'Recorded Readings: A Taped Parent-Tutoring Intervention', Journal of behavioral education, 20(2), 87-102, available: http://dx.doi.org/10.1007/s10864-011-9123-z.
Nation, K., Cocksey, J., Taylor, J.S.H. and Bishop, D.V.M. (2010) 'A longitudinal investigation of early reading and language skills in children with poor reading comprehension', Journal of child psychology and psychiatry, 51(9), 1031-1039, available: http://dx.doi.org/10.1111/j.1469-7610.2010.02254.x.
Nugent, M. (2010) 'Teaching our Traveller children to read: an action research project', Support for learning, 25(2), 55-62, available: http://dx.doi.org/10.1111/j.1467-9604.2010.01441.x.
Snowling, M.J., Duff, F.J., Nash, H.M. and Hulme, C. (2016) 'Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments', Journal of child psychology and psychiatry, 57(12), 1360-1369, available: http://dx.doi.org/10.1111/jcpp.12497.
Stahl, S.A., Duffy-Hester, A.M. and Stahl, K.A.D. (1998) 'Theory and Research into Practice: Everything You Wanted to Know about Phonics (But Were Afraid to Ask)', Reading research quarterly, 33(3), 338-355.
Sénéchal, M. and Young, L. (2008) 'The Effect of Family Literacy Interventions on Children's Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review', Review of educational research, 78(4), 880-907, available: http://dx.doi.org/10.3102/0034654308320319.
Woodcock, R. W., Schrank, F. A., Mather, N., & McGrew, K. S. (2007). Woodcock-Johnson III Tests of Achievement, Form C/Brief Battery. Rolling Meadows, IL: Riverside
Zhou, Q., Dufrene, B.A., Mercer, S.H., Olmi, D.J. and Tingstom, D.H. (2019) 'Parent‐implemented reading interventions within a response to intervention framework', Psychology in the schools, 56(7), 1139-1156, available: http://dx.doi.org/10.1002/pits.22251.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 REACH: Journal of Inclusive Education in Ireland
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice
Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:
- Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial (NC): You may not use the material for commercial purposes.
- NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.
Learn more about Creative Commons licensing.
