{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/9970"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/9970","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?","abstract":"The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children.","abstract_html":"The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children.","abstract_has_math":false,"creators":["Southwell, Kimberly"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Haag, Claudia","Briggs, Connie","Marshall, David, Ph. D.","Moore, Lin"],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"5/30/2015","date_published":"5/30/2015","updated_at":"2026-07-24T05:05:23Z","subjects":["Education","Family literacy","Parent reading support","Preschool","Read alouds","Reading behaviors","Volunteer tutors"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11274/9970","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Haag, Claudia","Briggs, Connie","Marshall, David, Ph. D.","Moore, Lin"]},{"key":"dc:creator","label":"Author","values":["Southwell, Kimberly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-07-02T19:59:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-07-02T19:59:35Z"]},{"key":"dc:date.issued","label":"Date","values":["5/30/2015"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Family literacy","Parent reading support","Preschool","Read alouds","Reading behaviors","Volunteer tutors"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11274/9970"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children."]},{"key":"dc:title","label":"Title","values":["What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?"]}]}],"canonical_facts":{"dc:contributor.advisor":["Haag, Claudia","Briggs, Connie","Marshall, David, Ph. D.","Moore, Lin"],"dc:creator":["Southwell, Kimberly"],"dc:date.accessioned":["2018-07-02T19:59:35Z"],"dc:date.available":["2018-07-02T19:59:35Z"],"dc:date.issued":["5/30/2015"],"dc:description.abstract":["The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early reading behaviors of preschool children in a private reading tutorial center. Two groups of parent-child dyads consisting of 17 pairs (parent-child) each were selected to fill the groups, experimental and control. A quasi-experimental research design was used in this study with parents in the experimental group being trained in one-on-one interactive read alouds in a reading center or home (natural setting) with print referencing behaviors. The study lasted 8 weeks and consisted of four phases: (a) student pre-assessments and parent survey, (b) parent volunteer training, (c) read aloud sessions and observations, and (d) post- assessments. The findings showed the there was a significant difference in test scores between parents in the control group and those in the treatment group on the post- assessment tests. Likewise, there was a significant difference between the control group children and those children in the treatment group, with the treatment group outscoring the control group on the post-assessment tests. Further studies should be conducted using a qualitative phenomenological design in order to elicit the experiences of parents who provide literacy support to their preschool children."],"dc:identifier.uri":["http://hdl.handle.net/11274/9970"],"dc:language.iso":["en_US"],"dc:subject":["Education","Family literacy","Parent reading support","Preschool","Read alouds","Reading behaviors","Volunteer tutors"],"dc:title":["What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T05:05:23Z"}