Evidence-Based Parent Education Interventions
Evidence-Based Parent Education, Training, and Interventions
What we know…
Model: Reading Made Easy
Goal:
• Promote children’s reading ability through a structured parent-child tutoring program
Description:
• Content is adapted from Reading Made Easy (Harrison, 1981) and includes procedures for teaching sounds and letters, basic sight words, blending of sounds, and decoding words
• Parents are instructed in general tutoring techniques and are provided with specific suggestions for tutoring
• Recruited teachers keep records of parent involvement, maintain communication with parents, and provide parents with personalized support and feedback during bi-monthly meetings
Intervention Procedures:
• Training consists of two 4-hour sessions prior to the school year with twice weekly follow-up during the summer and once monthly during the school year
• Parents tutor their children 15 minutes at least three times per week and submit “tutoring logs” every 2 weeks, which contain information about length of sessions, mastery of objectives, and comments by parents
• Teachers conduct bi-monthly personalized follow-up during the fall semester and monthly follow-up during the spring semester to observe tutoring, set instructional goals, and provide assistance with communication, attitude, and reinforcement
• Parents and teachers administer pre- and post-intervention assessments to evaluate the child’s progress
Methodological Rigor:
• Randomized assignment
• Control-comparison group
• Equivalent mortality with low attrition
• Appropriate unit of analysis
• Significantly large N
• Multiple assessment methods
• Measures obtained from multiple sources
• Group equivalence established
• Educational-clinical significance of change assessed
• Program components documented
• Interventions manualized
• Validity of measures reported
• Null findings reported
• Familywise error rate controlled
• Effect size reported
Results:
• Children in the experimental group scored significantly higher compared to the control group on the CTBS and Harrison Criterion Referenced Test on posttest measures
• At 6-month follow-up these differences no longer existed; however, when analyses were limited to pairs of children in which the parent of the experimental group participated more fully in the intervention there were both immediate and long-term significant differences between groups
• Parent tutoring was an effective supplement to compensatory education when it was implemented with integrity; however, few parents implemented the intervention with integrity
Selected Reference:
Harrison, G. V. (1981). Reading made easy: A handbook for parents. Provo, UT: Metra Publishing Co.
Mehran, M., & White, K. R. (1988). Parent tutoring as a supplemental compensatory education for first-
grade children. Remedial and Special Education, 9(3), 35-41.
What we don’t know…
• Outcome effects with father tutors
• Outcome effects with multicultural populations
• Outcome effects with special education populations
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