The Effect of Parent-Assisted Reading Intervention Program on Second Grade Students’ Fluent Reading and Reading Comprehension Skills

Abstract

In this study, Parent-Assisted Reading Intervention Program was developed and its effects were examined on students’ fluent reading and reading comprehension skills. The research was conducted in the context of the randomized pretest-posttest control group design adapted from one of the true experimental design models. The study group included 16 students from the second grade: eight students in an experimental group and eight in a control group. Criterion sampling and simple random sampling were used to establish the study groups. In the research, curriculum-based measurement, error analysis inventory, prosodic reading scale, and reading comprehension tests were used as data collection tools. In the study, the Mann-Whitney U test, which is one of the nonparametric tests, was used to compare the pretest-posttest scores of the two groups. Further, the Wilcoxon signed-rank test was used to compare the pretest-posttest scores of each group. From the results of this study, it was concluded that the Parent-Assisted Reading Intervention Program was effective in improving the fluent reading and reading comprehension skills of the students involved.



Cite this article as: Keleş, C., & Doğan, M. C. (2021). The Effect of Parent-Assisted Reading Intervention Program on Second Grade Students’ Fluent Reading and Reading Comprehension Skills. HAYEF: Journal of Education, 18(1); 21-37..