The Effects of Literacy Parent Training via Telecommunication for Parents of Children with Reading Difficulties

Abstract

This study aimed to determine the functional relation between the parent training program implemented through telepractice and parents’ use of reading feedback strategies. A single-case, multiple baseline across behavior design was employed to measure the effects of a parent training program provided via telepractice on parent use of three reading miscue feedback strategies. Hoover and Gough’s (1990) Simple View of Reading and Dunst and Trivette’s (2009) adult learning model guided an intervention that was provided via telecommunication, instructing parents on reading miscue strategies to help their children with reading difficulties. There was a functional relation between intervention and parental use of the target strategies with one demonstration and two replications for each of the miscue feedback strategies across the two participants. Results indicate that both parents were able to increase use of two of the target strategies each following instruction and decrease the number of errors ignored and terminal feedback provided.