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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Assessing Dyslexia at Six Year of Age
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Improving reading outcomes for children with learning disabilities: using brief experimental analysis to develop

Valerie J Gortmaker1, Edward J Daly, Merilee McCurdy

  • 1University of Nebraska-Lincoln, 33 Teachers College, Lincoln, Nebraska 68588, USA. valeriegortmaker@yahoo.com

Journal of Applied Behavior Analysis
|July 13, 2007
PubMed
Summary

Summer parent tutoring effectively improved reading fluency in children with learning disabilities. Parents and children found the reading interventions acceptable and effective, showing generalized results.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Applied Behavior Analysis

Background:

  • Children with learning disabilities often require specialized reading interventions.
  • Parent involvement can significantly enhance educational outcomes for children.
  • Generalization of learned skills across different contexts is crucial for long-term success.

Purpose of the Study:

  • To assess the impact of summer parent tutoring on reading fluency in children with learning disabilities.
  • To identify and implement customized, empirically derived reading interventions.
  • To evaluate the generalization of reading fluency gains and the acceptability of the interventions.

Main Methods:

  • Employed brief experimental analyses to tailor reading fluency interventions.
  • Trained parents to deliver customized interventions during home-based tutoring sessions.
  • Continuously measured reading fluency in high- and low-word-overlap passages to assess generalization.

Main Results:

  • Parent tutoring led to generalized improvements in reading fluency across both passage types.
  • Both children and parents reported high satisfaction and acceptability of the interventions.
  • The study demonstrated the effectiveness of parent-implemented reading interventions.

Conclusions:

  • Parent tutoring is a viable and effective method for improving reading fluency in children with learning disabilities.
  • Interventions should be structured to promote generalization and maintenance of treatment effects.
  • Parent-implemented strategies can lead to positive and lasting academic gains.