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The Implementation of a Reading Intervention during Winter Break and the Role of Parent Involvement for Children Receiving Special Education Services

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Title: The Implementation of a Reading Intervention during Winter Break and the Role of Parent Involvement for Children Receiving Special Education Services
Language: English
Authors: Sherry Petty
Source: ProQuest LLC. 2020Ph.D. Dissertation, Iowa State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 159
Publication Date: 2020
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Reading Instruction, Vacation Programs, Reading Achievement, Achievement Gains, Reading Difficulties, Learning Disabilities, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Special Education, Age Differences, Parent Role, Gender Differences
ISBN: 979-85-5707-503-9
Abstract: Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017). A limited number of studies have focused on academic loss over short school breaks, such as winter break, especially for students receiving special education services (Allinder & Fuchs, 1994; Zvoch, 2016) and none have specifically explored reading loss over short breaks for students with identified reading disabilities. This study examined the impact of a home-based reading intervention implemented over a 14 day winter break for 13 children in grades 2-6 who were receiving special education services in reading. Data sources included: pre- and post-winter break progress monitoring scores, reading logs, journals, and parent interviews. Analysis of transcripts from parent interviews was conducted in two cycles: in vivo coding (Saldana, 2016) for the first cycle, and focused coding (Charmaz, 2014) for the second cycle. Results showed that 54% of children made gains from pre- to post-test on progress monitoring scores. Sixth grade students appeared to benefit from working independently on the reading intervention, while younger students tended to receive more support from parents during engagement with the intervention. Female participants had more positive outcomes than males. Parent involvement with the reading intervention revealed important findings regarding needed supports for enactment of home-based interventions, as well as patterns of access to resources such as books and library services. Implications for both practitioners and researchers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28258009
Accession Number: ED650919
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: The Implementation of a Reading Intervention during Winter Break and the Role of Parent Involvement for Children Receiving Special Education Services
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  Data: <searchLink fieldCode="AR" term="%22Sherry+Petty%22">Sherry Petty</searchLink>
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  Data: Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017). A limited number of studies have focused on academic loss over short school breaks, such as winter break, especially for students receiving special education services (Allinder & Fuchs, 1994; Zvoch, 2016) and none have specifically explored reading loss over short breaks for students with identified reading disabilities. This study examined the impact of a home-based reading intervention implemented over a 14 day winter break for 13 children in grades 2-6 who were receiving special education services in reading. Data sources included: pre- and post-winter break progress monitoring scores, reading logs, journals, and parent interviews. Analysis of transcripts from parent interviews was conducted in two cycles: in vivo coding (Saldana, 2016) for the first cycle, and focused coding (Charmaz, 2014) for the second cycle. Results showed that 54% of children made gains from pre- to post-test on progress monitoring scores. Sixth grade students appeared to benefit from working independently on the reading intervention, while younger students tended to receive more support from parents during engagement with the intervention. Female participants had more positive outcomes than males. Parent involvement with the reading intervention revealed important findings regarding needed supports for enactment of home-based interventions, as well as patterns of access to resources such as books and library services. Implications for both practitioners and researchers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 159
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Vacation Programs
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Grade 2
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 6
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      – SubjectFull: Special Education
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      – SubjectFull: Age Differences
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      – SubjectFull: Parent Role
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      – SubjectFull: Gender Differences
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      – TitleFull: The Implementation of a Reading Intervention during Winter Break and the Role of Parent Involvement for Children Receiving Special Education Services
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