Parental Reading Research Articles

The Relationship between SES, Parental Reading Belief and Family Linguistic Environment: The Importance of Family Language Learning Environment in Early Years

The present study explores the relationship between Socioeconomic Status(SES), parental reading belief and family linguistic environment based on a sample of 352 parents of preschoolers aged 36 - 6o months old. Findings show that parents’ educational background, parents’ professions, family income correlate positively with parental reading belief and family linguistic environment. However, parents’ professions correlate only with their educational background and income instead of reading belief. Maternal profession shares a positive relation with all the factors in family linguistic environment while paternal profession only correlates with books volume, total book-reading numbers and reading frequency. Parental reading belief predicts family language learning environment. The earlier parents start parent-child book reading, the better to cultivate preschooler’s reading interest and motivation.

The Impact of Family on School Achievement

Parents have a significant role in children education. Children maintain their knowledge and habits in school life and in the family environment throughout their lives. These behaviors and attitudes acquired in the family environment directly affect students' school success. In this study, the tradition of parents reading, democratic attitude, training, support, comparison, incompatibility, parent- school relationship, educational status, income levels, and the number of children have been compared. Survey method among quantitative research methods and demographic information scale developed by the researcher were used in the study. The third grade comprised a sample of 307 students from 9 schools determined by random sampling from primary schools in Northern Cyprus. It concluded that parents 'level of education, income level, divorce and having three children directly affected children's school success accaording to reading tradition, democratic attitude, educational support, comparison, lack of livelihood and the state of the parents' relationship with the school variables.

아버지와 어머니의 문해 신념 및 문해 상호작용이 유아의 어휘력에 미치는 영향

This study focused on 120 children age four-five and their parents examining the parents’ literacy beliefs and literacy interaction and how the two variables affect their children’s vocabulary. The subjects were 120 children and 120 parents in Seoul, Gyeonggi Province and Sejong City.BR ‘Parental literacy beliefs’ and ‘literacy interaction of parents’ were measured using questionnaires by Lee and Kim (2011) and Son and Kim (2012). To estimate the vocabulary of the children, this study used the Receptive Expressive Vocabulary Test: REVT (Kim, Hong, Kim, Jang, & Lee, 2009). A researcher visited institutes and conducted the procedure individually. The data was analyzed using the t-test, Pearson’s correlation, and the multiple regression.BR The results of this study are as follow. First, there was a statistically significant difference between each parent’s literacy beliefs. There was also a statistically significant difference between each parent’s literacy interaction. Second, there were significant correlations between each parent’s literacy beliefs and literacy interactions. Interestingly, The higher the fathers’ beliefs in literacy, the more openly they interacted, and the more they read and interacted with pictures. Additionally, the higher the mothers’ beliefs, the more open interaction with picture-book reading interaction and the more directive interaction. Third, we examined the effects of each parent’s literacy beliefs and literacy interactions on children’s vocabulary skills. The father’s ‘parental role’ and the mother’s ‘parental reading influence’ showed significant influence over the vocabulary skills of the children. Also, the children’s vocabulary skills and father’s ‘picture-book reading interaction showed significant influence. In conclusion, the interaction between each parent’s literacy beliefs and father’s literacy interaction influences their children’s vocabulary skills.

Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1-9.

This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.

THE EFFECT OF PARENTAL EDUCATION AND PARENTAL READING BEHAVIOUR ON FAMILY CULTURAL CAPITAL OF LOWER AND UPPER SECONDARY SCHOOL STUDENTS

The aim of the research was to analyse the effects of family cultural capital on reading behaviour of the selected group of lower secondary and upper secondary school students in Slovakia. Based on the results of the international testing called PIRLS (2016) and PISA (2018) the school children in Slovakia achieved low results. Therefore, the selected aspects of family cultural capital were analysed to find out the extent of effect it has on the reading behaviour of the selected sample of the students in Slovakia. Specifically, the research was focused on the several selected factors, as follows: family trips, cinema, theatre shows, galleries and concerts attendance, family crafts, parental education, and parental reading behaviour. The sample was selected based on the age of the respondents and their school affiliation. Geographically the random sample was selected from the students of Nitra region in Slovakia. Although the data were collected about both parents of each student, the effect of mother’s reading behaviour appeared to have greater significance. Apparently, the number of books in the family library had some effect on reading behaviour of the children in the family, too. The results presented the importance of family environment in the process of reading behaviour development of the selected groups of students. Keywords: cultural capital, reading behaviour, mimic model, metric invariance.

A haplotype-resolved, de novo genome assembly for the wood tiger moth (Arctia plantaginis) through trio binning.

ABSTRACTBackgroundDiploid genome assembly is typically impeded by heterozygosity because it introduces errors when haplotypes are collapsed into a consensus sequence. Trio binning offers an innovative solution that exploits heterozygosity for assembly. Short, parental reads are used to assign parental origin to long reads from their F1 offspring before assembly, enabling complete haplotype resolution. Trio binning could therefore provide an effective strategy for assembling highly heterozygous genomes, which are traditionally problematic, such as insect genomes. This includes the wood tiger moth (Arctia plantaginis), which is an evolutionary study system for warning colour polymorphism.FindingsWe produced a high-quality, haplotype-resolved assembly for Arctia plantaginis through trio binning. We sequenced a same-species family (F1 heterozygosity ∼1.9%) and used parental Illumina reads to bin 99.98% of offspring Pacific Biosciences reads by parental origin, before assembling each haplotype separately and scaffolding with 10X linked reads. Both assemblies are contiguous (mean scaffold N50: 8.2 Mb) and complete (mean BUSCO completeness: 97.3%), with annotations and 31 chromosomes identified through karyotyping. We used the assembly to analyse genome-wide population structure and relationships between 40 wild resequenced individuals from 5 populations across Europe, revealing the Georgian population as the most genetically differentiated with the lowest genetic diversity.ConclusionsWe present the first invertebrate genome to be assembled via trio binning. This assembly is one of the highest quality genomes available for Lepidoptera, supporting trio binning as a potent strategy for assembling heterozygous genomes. Using our assembly, we provide genomic insights into the geographic population structure of A. plantaginis.

Effects of language dominance on home reading practices of bilingual families

Aims and objectives: Many children grow up in bilingual families; however, little is known about how these families use their two languages in their home reading practices. The goal of this study was to examine the effect of language proficiency on the shared storybook reading practices of bilingual families. Methodology: We gathered questionnaire data about home reading activities in French–English bilingual families with 5-year-old children ( n = 66) who had different proficiency levels in each language. Data and analyses: We compared home reading environment, parent reading practices, and child learning and interest in books across the families’ dominant and non-dominant languages using a series of 2-way mixed analyses of variance. Findings: Families gave more emphasis to reading practices in the family’s dominant language: they owned more books, read more often, spent more time, and started reading to the child at an earlier age in the dominant than in the non-dominant language. Dominance also affected parent reading behaviors: parents reported more often translating words and switching from their non-dominant to their dominant language. Parents reported that children enjoyed being read to and readily learned new words in both languages, but ratings were higher for the dominant language. Effects of dominance were strongest in families with less balanced language dominance. Originality: This study compares bilingual families’ home reading practices in both of their languages, providing a clearer picture of how families navigate early dual-language literacy in a bilingual community where both languages are spoken in everyday life and have similar sociolinguistic status. Significance: Results suggest that even in bilingual communities, family home reading practices may exacerbate uneven development across children’s two languages. These findings highlight the importance of identifying strategies to support enriched home reading practices in bilingual families’ non-dominant language.

Tell Me A Story: Promoting resiliency in military children with a bibliotherapy intervention.

Research demonstrates the complex effect of the military lifestyle on children of military members. Problem behaviors can manifest in military children as young as 6 years old (eg, physical violence). Some military children have better outcomes (ie, resiliency). These differences in outcomes are not fully understood; literature agrees that parent's interaction with their children predicts resiliency. Nurses can utilize resiliency interventions to improve the health and wellbeing of families. Tell Me A Story (TMAS), a bibliotherapy intervention, role models for parents reading with their children, using story as a platform to deal with issues in a safe way. The purpose of this pilot study was to determine if child resiliency increased and problem behavior decreased with TMAS participation. A community-based study examined the impact of TMAS intervention on parent's perceptions of their school-aged children's behavior. Participants were active-duty military parents, recruited on or near seven military installations in the continental United States. Child problem behavior showed a change from baseline, with sex and parental deployment factoring for improved or worsening behavior among children. Total and internalizing problem behavior scores increased after intervention if a parent was deployed. Girls experienced increased resiliency scores after TMAS intervention while boys experienced decreased scores. Overall, TMAS intervention is beneficial for behavior and resiliency for some children and provides research for future programming offered by nurses for military families.

Effects of social support on English reading amount in Hong Kong primary schools: the mediating role of reading confidence

ABSTRACT In this study, the associations between social support, reading confidence and English reading amount were examined using a sample of Grade 5 and Grade 6 primary school students (N = 570) in Hong Kong. It was hypothesised that the effect of parent support, teacher support, and peer support on reading amount was mediated by reading confidence. Age and gender were control variables in the mediation model. Structural equation modelling analysis indicated that parent support and teacher support had significant and positive effects on reading confidence, reading confidence had a significant and positive effect on reading amount, and parent support had a significant and positive effect on reading amount. Mediation analysis revealed that reading confidence mediated the relationships between parent support and reading amount and between teacher support and reading amount. Methods of facilitating parent support, teacher support, and reading confidence were then discussed.

Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties

AbstractThe current study examines the effect of parent reading interventions on the reading fluency of students with reading disabilities. The experimental procedure was carried out in two stages. In the first stage, the Brief Experimental Analysis procedure was followed to determine the most effective reading fluency intervention for all participants, and in the next step, the parental delivery of the selected intervention procedure took place. Brief experimental analysis was used to identify appropriate reading fluency intervention for each participant. Parents were trained to use the intervention strategies with their children. They implemented the procedures during parent‐tutoring sessions at home and results were measured continuously to determine whether generalization occurred. Parent and child satisfaction with the interventions was assessed. Results demonstrated generalized increases in reading fluency in both high‐word‐overlap and low‐word‐overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective.

Links of Prosodic Stress Perception and Musical Activities to Language Skills of Children With Cochlear Implants and Normal Hearing.

A major issue in the rehabilitation of children with cochlear implants (CIs) is unexplained variance in their language skills, where many of them lag behind children with normal hearing (NH). Here, we assess links between generative language skills and the perception of prosodic stress, and with musical and parental activities in children with CIs and NH. Understanding these links is expected to guide future research and toward supporting language development in children with a CI. Twenty-one unilaterally and early-implanted children and 31 children with NH, aged 5 to 13, were classified as musically active or nonactive by a questionnaire recording regularity of musical activities, in particular singing, and reading and other activities shared with parents. Perception of word and sentence stress, performance in word finding, verbal intelligence (Wechsler Intelligence Scale for Children (WISC) vocabulary), and phonological awareness (production of rhymes) were measured in all children. Comparisons between children with a CI and NH were made against a subset of 21 of the children with NH who were matched to children with CIs by age, gender, socioeconomic background, and musical activity. Regression analyses, run separately for children with CIs and NH, assessed how much variance in each language task was shared with each of prosodic perception, the child's own music activity, and activities with parents, including singing and reading. All statistical analyses were conducted both with and without control for age and maternal education. Musically active children with CIs performed similarly to NH controls in all language tasks, while those who were not musically active performed more poorly. Only musically nonactive children with CIs made more phonological and semantic errors in word finding than NH controls, and word finding correlated with other language skills. Regression analysis results for word finding and VIQ were similar for children with CIs and NH. These language skills shared considerable variance with the perception of prosodic stress and musical activities. When age and maternal education were controlled for, strong links remained between perception of prosodic stress and VIQ (shared variance: CI, 32%/NH, 16%) and between musical activities and word finding (shared variance: CI, 53%/NH, 20%). Links were always stronger for children with CIs, for whom better phonological awareness was also linked to improved stress perception and more musical activity, and parental activities altogether shared significantly variance with word finding and VIQ. For children with CIs and NH, better perception of prosodic stress and musical activities with singing are associated with improved generative language skills. In addition, for children with CIs, parental singing has a stronger positive association to word finding and VIQ than parental reading. These results cannot address causality, but they suggest that good perception of prosodic stress, musical activities involving singing, and parental singing and reading may all be beneficial for word finding and other generative language skills in implanted children.

Cocuyos Never Say Die

Cocuyos Never Say Die Jennifer Caroccio Maldonado (bio) Ghost Squad Claribel A. Ortega Scholastic Press https://shop.scholastic.com/parent-ecommerce/books/ghost-squad-9781338280128.html 256 pages; Cloth, $15.29 Ghost Squad by Claribel A. Ortega is a Caribbean gothic tale wrapped up in a Florida mystery adventure. The mix of complex and straight forward language, Dominican culture, and 1980s movie references make it a delightful read for children and parents alike. Lucely Luna and her best friend Syd Faires find themselves up against a giant mist monster and evil spirits roaming the town of St. Augustine, Florida. Ortega’s narrative use of ghosts and magic shapes the world of a twelve-year-old Dominican geek, who loves playing Nintendo and staying close to her abuela and presents a supernatural fantasy that middle school readers are sure to enjoy. The child as medium is a common trope in gothic fiction. Lucely is able to see the ghosts of her relatives, who are tethered to a willow tree in the family’s backyard and take the form of fireflies, or cocuyos. Her father, Simon, hasn’t been able to see the family’s ghosts for a while. “Sometimes, when your heart is too heavy and sad,” he had told her, “you lose that part of you — that connection.” Lucely maintains her family’s connection to the ancestors. Later in the book when the girls finally tell Syd’s grandmother, Babette, about Lucely’s secret, it’s revealed that Lucely is a seer. What I like about Ghost Squad is that is very much a Caribbean/Dominican story that shows how the gothic child is not only present in British children’s literature. With Babette’s Spectral Master 4000 and Razzle-Dazzlers — ghost fighting devices imbued with magic — Ghost Squad enters the genre of Caribbean diasporic Science Fiction and Fantasy, such as Nalo Hopkinson’s Brown Girl in The Ring (1998). Ghost Squad is a fun mystery story that has a lot of nostalgic value but is very much set in the 2010s. Lucely and Syd search for clues to a missing spell in an old cemetery and use their cell phone lights to illuminate their path. The technology of the time shapes the story. However, Ortega fully grounds technology in Caribbean tradition. When the kids call Babette a Ghostbuster, she responds: “Humph. I am not a Ghostbuster, or scientist. I’m a witch. It might have a techy name, but the Spectral Master is very much tied to magic.” Like many children’s adventure stories, Lucely is faced with saving her family’s home and the connection to her ancestors: a similar predicament like in the 1985 cult classic movie, The Goonies. And sure enough, when we meet Babette and her many cats, we find out they are all named after characters from The Goonies. Don’t worry, Chunk does make an appearance. Babette’s fat cat that seems to understand what Lucely and Syd say is named after Jeff Cohen’s character Chunk. Refences to ’80s pop culture throughout Ghost [End Page 9] Squad will engage any Millennial/Generation X parents reading along with their child. The spirits of the Lunas use Spanish and English when talking to Lucely. The Spanish is not italicized. Which I think this offers familiarity to any Spanish-speaking kids reading the book, and at the same time, shows monolingual English-speaking children that Spanish is just as ordinary as English to use. Ortega uses dynamic language when describing scenes. She includes both straightforward description and specific references (such as comparing the sky to a Van Gogh painting) that I believe will engross both younger and older readers in the eight to twelve-year-old range. Children are so often relegated to a sort of non-person status. They are treated as if they do not have a complex understanding of the world. Adults lie or hide the truth from children, even though they are highly sensitive beings. Mr. Vincent, who is from the bank, visits the Lunas’ house to tell Lucely’s father that if he isn’t prompt with the next mortgage payment that the bank has no problem foreclosing...

Caregiver Strengths, Attitudes, and Concerns About Reading and Child Development in the Dominican Republic.

Background. Parents’ beliefs about and engagement in reading aloud to young children and other positive parenting practices have been associated with early childhood development (ECD) and later achievement. Aim. This exploratory study sought to assess parental attitudes and self-reported practices regarding ECD in a rural, low-income community in the Dominican Republic with many risk factors for ECD delays, including high rates of poverty, iron-deficiency anemia, and malnutrition. Methods. We used the Parent Reading Belief Inventory and open-ended questions to evaluate parental beliefs regarding reading, self-efficacy in promoting child development, current positive parenting practices, and parents’ concerns about the development of their 0- to 5-year-old children in Consuelo, Dominican Republic. We explored associations between demographic factors and strength of positive parenting beliefs and practices. Results. Overall participants had positive attitudes toward reading and their own importance in promoting their children’s development. Participants with at least some high school education had significantly higher Parent Reading Belief Inventory scores (P = .03) than those with less formal education. Participants reported frequently singing, talking, and playing with their children, but less frequently reading with them. Few participants had access to reading materials for young children. Parental interest in programs to support ECD was high. Parents raised concerns about their children’s behavior, personal and educational attainment, and early literacy. Conclusion. Children whose parents have less formal education may benefit most from interventions to promote beliefs and practices likely to improve ECD. In this community, there is high interest in learning more about ECD.

Predicting reading motivation and achievement: The role of family and classroom environments in Greater China

This study investigated the relationships between parental reading attitudes, students’ perceptions of reading instructional practices, reading motivation and achievement in Greater China. The study used the Hong Kong, Macau, and Chinese Taipei samples of PIRLS 2016 and included 11,734 fourth grade students. The results of multiple-group multilevel SEM revealed a positive relationship between parental reading attitudes and student reading achievement in Macau and Chinese Taipei, although the link was found to be non-significant in Hong Kong. The association between students’ perceptions of reading instructional practices and reading achievement was slightly negative at the student level but non-significant at the classroom level. Both parental reading attitudes and students’ perceptions of reading instructional practices were positively related to student reading motivation.

The Effects of Parental Reading Socialisation on the Reading Skill Performance of Rural Primary School Students in Sarawak

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home-reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at home with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children.

Parental Reading Beliefs and Children's Reading Performance

Abstract
 This study put its interest in investigating parental reading beliefs and children’s reading performance. It also sought to determine whether there is an association between parental reading beliefs and children’s reading performance. This research employed a quantitative research design and it used a quota sampling technique to select the respondents. A total of 30 parents from Sekolah Kebangsaan Sungai Pusu Kuala Lumpur answered a questionnaire about parental reading beliefs. The questionnaire used was adapted from a study by DeBaryshe and Binder (1994). In order to measure the children’s reading performance, the parents were asked to state their children’s comprehension marks towards the end of the questionnaire. The questionnaire consisted of five factors related to parental reading beliefs which were teaching efficacy, positive attitude, verbal participation, reading instruction and basic knowledge. The data collected was analysed using Pearson Correlation. The results showed that all the factors under parental reading beliefs had positive relationship with children’s reading performance except for one factor which was reading instruction. All of them were not significant and as this study was a preliminary study, hence the results should not be generalised due to number of reasons.
 Keywords: Parents, reading beliefs, reading performance, primary school, quantitative research

The adjustment of home-based parental literacy involvement to the level of reading literacy of pupils in primary school: a quantitative formalisation and empirical test

ABSTRACT Previous research has shown that parental involvement at home seems to be socio-economically stratified. To study this stratification, recent research has drawn a distinction between early and late parental literacy activities at home. Early parental literacy activities at home happen before primary school, whereas late parental literacy activities at home occur during the time at primary school. In this article, we focus on the relationships between early and late home-based parental literacy involvement and reading literacy in Western Europe. The goal is to advance our understanding of these relationships by formulating and testing equations that explain the level of parental literacy involvement and reading literacy within a specific range of uncertainty. So far, no efforts have been made in the literature on parental literacy involvement and reading literacy, to formulate, create and test such equations.

Parent Reading Belief Inventory: adaptation and psychometric properties with a sample of Greek parents

In recent years, the importance of parents' beliefs in their children’s literacy has increasingly been recognized. The main purpose of this article is to investigate: a) the internal consistency of the 7 subscales of the PRBI, b) the factor structure and c) the concurrent validity in a sample of Greek parents. In this survey 168 parents of preschool children attending the 13 public kindergartens in the city of Pyrgos, during the school year 2017-2018 participated. Six of the seven subscales of PRBI demonstrated adequate internal consistency. Principal component and parallel analyses revealed a four-factor structure and preliminary evidence of concurrent validity was also revealed. On the basis of the results, PRBI is considered an appropriate tool for investigating the beliefs of parents in Greece as well. The evidence shows the continuation of the research to a wider sample for the definition of the factor structure tool on Greek specimen. / Keywords: parents’ beliefs, home literacy practices, PRBI, psychometric properties

Latino parent involvement and associations with home literacy and oral reading fluency.

Grounded in Hoover-Dempsey and Sandler's theoretical model of parents' motivations for involvement in their children's education, the aim of this study was to examine the associations between Latino parents' perceptions of involvement and the home literacy environment, as well as children's oral reading fluency (ORF). We further considered salient contextual factors (i.e., educational attainment, income status, and parent reading proficiency) that may impact parents' perceptions of involvement. The sample included 730 young Latino children (Mage = 6.47, SD = 1.13; 49.9% male) and their caregivers attending summer camps that participated in a summer reading intervention program. Prior to intervention delivery, parents completed questionnaires regarding general family demography, parent perceptions of involvement, and the home literacy environment. Standardized curriculum-based measures of children's ORF were conducted by trained research staff. Results indicated that Latino parents' perceptions of involvement were associated with children's ORF and aspects of their home literacy involvement, even when accounting for parents' income, education level and self-reported reading proficiency. Regarding income status, families from higher income backgrounds perceived having more time and energy, and were more involved, as compared to families from lower income backgrounds. Findings from this study suggest that Latino parents' perceptions not only influence their home literacy involvement, but also their young children's ORF, even when accounting for contextual factors. Implications for practice and future directions are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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

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.