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.