Title: Improving Reading Achievement through the Use of Parental Involvement and Paired Reading.
Abstract: An action research project implemented a program for improving the reading skills of at-risk middle school students. The targeted population consisted of fifthand seventh-grade students in a rural, middle class community located in northeastern Illinois. Evidence for the problem includes teacher observation, checklists, standardized tests, and student questionnaires. Analysis of probable cause data revealed that reading achievement could be affected by curricular and structural changes in the elementary school, inadequate teacher training and support, and demographic changes. The problem may be compounded by a lack of early reading intervention, a poor attitude toward reading, a lack of parental involvement, a poor school environment, and low self-esteem. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the Pa-,..A Reading Program using parental involvement with daily oral reading and an incentive prceTrPm. Post intervention data indicated an increase in students' reading comprehension scores, a decrease in their vocabulary scores, and in increase in the participants' speed and accuracy reading scores. (Contains 33 references and 11 figures of data; appendixes contain tests and survey instruments, an overview of the Paired Reading Technique, a participant/parent contract, a weekly reading log, and checklists.) (Author/RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** IMPROVING READING ACHIEVEMENT THROUGH THE USE OF PARENTAL INVOLVEMENT AND PAIRED READING U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received tram the person or organization originating it. Minor changes have been made to improve reproduction quality. o Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Nancy DeAngelo Karyl Reents Connie Zomboracz PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY /4 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & IRI/Skylight Field-Based Masters Program Chicago, Illinois
Publication Year: 1997
Publication Date: 1997-01-01
Language: en
Type: article
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Cited By Count: 6
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