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Parental involvement in the teaching of reading: A comparison of hearing reading, paired reading, pause, prompt, praise, and direct instruction methods

Leach, D.J. and Siddall, S.W. (1990) 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, 60 (3). pp. 349-355.

Link to Published Version: http://dx.doi.org/10.1111/j.2044-8279.1990.tb00951...
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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.

Publication Type: Journal Article
Publisher: Elsevier
Copyright: © 1990 The British Psychological Society
URI: http://researchrepository.murdoch.edu.au/id/eprint/32884
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