Parent tutoring, instructional hierarchy, and reading: A case study

Abstract

Parents of three second-grade students identified as at-risk readers were trained to tutor their children. The reading interventions were either accuracy (i.e., modeling and phrase drill) or proficiency (i.e., repeated reading and reward). Intervention selection was based on predicted level of the instructional hierarchy. Students reading below 32 words correct per minute (WCM) or below 85% accuracy were provided with the accuracy intervention. Students exceeding both of these criteria were provided with the proficiency intervention. This study was conducted over 30 weeks of the academic year. Progress monitoring data were collected using DIBELSNext. Parent tutors provided the interventions with high levels of treatment adherence and exposure. Parents were very satisfied with the tutoring experience.