Parent involvement and reading: Using curriculum-based measurement to assess the effects of paired reading

Cathy L. Fiala, Susan M Sheridan

Research output: Contribution to journalReview article

20 Citations (Scopus)

Abstract

This study examined the effectiveness of a paired reading intervention using curriculum-based measurement (CBM) probes to document reading progress for one fourth- and two third-grade students. These students were considered below-average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow-up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined.

Original languageEnglish (US)
Pages (from-to)613-626
Number of pages14
JournalPsychology in the Schools
Volume40
Issue number6
DOIs
StatePublished - Nov 1 2003

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Curriculum
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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Parent involvement and reading : Using curriculum-based measurement to assess the effects of paired reading. / Fiala, Cathy L.; Sheridan, Susan M.

In: Psychology in the Schools, Vol. 40, No. 6, 01.11.2003, p. 613-626.

Research output: Contribution to journalReview article

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