Introduction to the Teaching Profession

Summary of the Article
In this article “Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties”, Bethany M. McConnell and Rick Kubina explains how parents plays a role in teaching their child or children how to read. The article talks about an experiment that was conducted, which was a reading program called Teach Your Child to Read in 100 Easy Lessons (TYCTR). The reading program was used on children with different disability and below grade level. The program basically involved the help of the parents teaching the kids at home. The study was conducted on the premise that more than six million students are eligible for special education services in the U.S. due to their difficulties in learning how to read and write. However, children who cannot read and write tend to have poor outcomes including less chances of graduating from high school despite the increased focus on early reading prevention in primary grades (McConnell & Kubina, 2016).
As part of the parent implemented reading program, parents were required to use the lessons with their child for 15 minutes a night, five nights per week. The intervention required parents to teach 15 letter sounds and phonemic awareness skills using the 30 structured lessons. While the intervention was implemented at home, the experimenter evaluated the students on a daily basis at the school to determine correct words read on sentence list sheets. During this process, the researcher also recorded different classifications of questions and comments of parents. The categories of responses took place after the conclusion of the instruction for the reading program and commencement of the parent teaching of the child.
The dependent variables for this study are oral reading fluency and lesson checklists whereas the independent variables included parent implementation of TYCTR. The experimenter implemented a multiple baseline design variant known as multiple probe design across students to evaluate progress with sentence list sheets. Through this design, the researcher monitored any changes in student behavior prior to the intervention while removing the necessity for recording ongoing baseline of the remaining students not subjected to the intervention. The procedures employed in the study commenced with pre-screening of all students upon entering kindergarten and two times throughout the school year. The pre-screening focused on latter naming identification and opening sound fluency. This was followed by administering baseline i.e. 30 second time sentence practice sheet, parent training at the school, parents teaching reading, and maintenance.
The research found that there are significant, clear student improvements following the implementation of parent intervention. During baseline, none of the students selected for the study could read any words. However, they started sounding out letters and reading words and sentences on the list sheet after introduction of letters and their matching sounds. The progress and improvements made by students were linked to direct application or use of the intervention. As a result, the researchers conclude that students who are at-risk for reading difficulty could improve and overcome this difficulty through parent instruction.
Opinion/Reflection
This study provides significant insights regarding the involvement of parents in the teaching and learning of their children, especially those at-risk of reading difficulty. Through interventions implemented in the home setting such as TYCTR, parents assume an active role in the children’s learning and growth (McConnell & Kubina, 2016). This helps to ensure that parents and teachers work collaboratively towards enhancing the achievements and performances of students. However, as shown in the study, such partnerships should incorporate a systematic process through which parents teach their children at home. Students’ improvements brought by parent teaching were attributable to the systematic teaching process within the TYCTR intervention. Without a systematic process, parental involvement in their child’s learning becomes disorganized and may not contribute to improvements in students’ learning.
In concurrence with course readings and discussions in EDF 1005, this study shows that at-risk students have more learning needs in comparison to ordinary students. Due to these extra needs, these students require extra interventions and programs that go beyond the classroom sessions. Additionally, such interventions should incorporate parents since they are implemented within the home setting. Given the role parents play in the children’s upbringing, their involvement in their learning helps to improve outcomes or academic performances. Teachers should help determine the kind of intervention implemented by parents in the home setting. This helps to ensure consistency in what is taught in the classroom and enhances students’ understanding and mastery of learning content.



Reference
McConnell, B.M. & Kubina, R. (2016). Parents Using Explicit Reading Instruction with their Children At-Risk for Reading Difficulties. Education and Treatment of Children, 39(2), 115-140.