Journal article
Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods
British Journal of Educational Psychology, Vol.60(3), pp.349-355
1990
Abstract
Summary. The parents of 40 children in two grade 1 classrooms were randomly assigned to receive brief training in one of four instructional methods for helping their child to read or to hear their children read at home. The tutoring methods were Hearing Reading, Paired Reading, Pause, Prompt, Praise, and Direct Instruction. The results showed that the use of the additional instructional strategies included in the Direct Instruction and Paired Reading tutoring methods led to faster progress by the children receiving them than by children whose parents simply heard them read. Some theoretical and practical implications of the study are discussed.
Details
- Title
- Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods
- Authors/Creators
- D.J. Leach (Author/Creator)S.W. Siddall (Author/Creator)
- Publication Details
- British Journal of Educational Psychology, Vol.60(3), pp.349-355
- Publisher
- Elsevier
- Identifiers
- 991005542359907891
- Copyright
- © 1990 The British Psychological Society
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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Source: InCites
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- Citation topics
- 6 Social Sciences
- 6.69 Language & Linguistics
- 6.69.218 Reading Acquisition
- Web Of Science research areas
- Psychology, Educational
- ESI research areas
- Psychiatry/Psychology