PARENTAL INVOLVEMENT IN THE TEACHING OF READING: A COMPARISON OF HEARING READING, PAIRED READING, PAUSE, PROMPT, PRAISE, AND DIRECT INSTRUCTION METHODS

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Abstract
S ummary . 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.