Using Parental Tutoring to Improve the Oral Reading Fluency of Students with Disabilities in Rural Settings

Authors

Susan M. Farra M.Ed., MS, JD, Kentucky Department of Education, Office of Special Education and Early Learning
Todd Whitney Ph.D., University of Louisville, College of Education and Human Development
Justin T. Cooper Ed.D., University of Louisville, College of Education and Human Development
Amy S. Lingo Ed.D., University of Louisville, College of Education and Human Development
Maqenzi Hovious-Furgason M.Ed., BCBA, LBA, University of Louisville, College of Education and Human Development

Abstract

Although rural special educators face many challenges in meeting the needs of students with disabilities, they often report having positive relationships with their students and families. Rural educators have the opportunity to leverage this relationship with families by having parents implement academic interventions with their child at home. The purpose of the current study was to examine the effects of the Great Leaps Reading program when implemented by parents of students with disabilities in rural settings. Using an A-B design replicated across four participants, results showed that each participant’s reading rate increased as a result of the intervention. Additionally, parents, despite varied educational levels and backgrounds, implemented the intervention procedures with fidelity. Results were mixed when examining whether parental implementation of Great Leaps Reading increased oral reading fluency of grade level passages. Implications for rural special educators and the students with disabilities that they serve are discussed.

Recommended Citation

Farra, S. M., Whitney, T., Cooper, J. T., Lingo, A. S., & Hovious-Furgason, M. (2022). Using Parental Tutoring to Improve the Oral Reading Fluency of Students with Disabilities in Rural Settings. The Journal of Special Education Apprenticeship, 11(2). https://doi.org/10.58729/2167-3454.1147