Examining the Potential of Parents as Reading Tutors for Students in 3rd–12th Grades: A Meta-Analysis

• In Event: Poster Session 5
  In Poster Session: Literacy Research Issues in the 21st Century

Abstract

This study examines the effect of parent instruction on the reading outcomes of students in grades 3-12, by answering: 1) Does parent-implemented reading instruction have a positive effect on student reading? and 2) What variables moderate these outcomes? Specifically, do intervention characteristics (e.g., content, duration, amount of training/support provided) or specific learner characteristics (e.g., risk status, grade, SES) influence these results? A total of 13 reports, with 14 effects, were included in this meta-analytic review. The 14 effect sizes were computed, representing 1,612 students in average grade range of 3-7. The overall effect size of d = 0.76. This rather large effect suggest potential to parents to improve reading outcomes for their older children, with appropriate training and resources.

Author

• Endia J. Lindo, University of North Texas