| dc.contributor.advisor | Brimo, Danielle | |
| dc.contributor.author | Johnson, Michelle Anne,author. | en_US |
| dc.date.accessioned | 2019-05-16T20:55:27Z | |
| dc.date.available | 2019-05-16T20:55:27Z | |
| dc.date.created | 2019 | en_US |
| dc.date.issued | 2019 | en_US |
| dc.identifier | aleph-005169604 | en_US |
| dc.identifier | UMI thesis | en_US |
| dc.identifier.uri | https://repository.tcu.edu/handle/116099117/25365 | |
| dc.description.abstract | Accurate and automatic word-level reading is important for building meaning from text. The present study determined whether parents could be taught to implement reading feedback strategies while engaged in shared book reading with their school-age children struggling with fluent oral reading. Results suggest that parents can be taught to implement graphophonemic and meaning-based feedback using the adult learning model Teach-Model-Coach-Review. | en_US |
| dc.format.extent | 1 online resource (viii, 44 pages) : | en_US |
| dc.format.medium | Format: Online | en_US |
| dc.relation.ispartof | TCU Master Thesis | en_US |
| dc.title | Parent reading training | en_US |
| dc.type | Text | en_US |
| etd.degree.level | Master | |
| local.college | Harris College of Nursing and Health Sciences | |
| local.department | Communication Sciences and Disorders | |
| local.academicunit | Harris College of Nursing and Health Sciences | |
| dc.type.genre | Thesis | |
| local.subjectarea | Communication Sciences and Disorders | |
| etd.degree.name | Master of Science | |
