A home based behavioural programme for improving children's literacy skills at school : an intensive study of three families
A behavioural Remedial Intervention programme was directed at enhancing the literacy skills of three children, aged 9-l 0 years, over a total duration of 24 weeks in the home setting. Monitoring of progress occurred in both home and school settings. A small-scale multiple baseline repeated measures reversal intra-subject experimental design was employed in a study involving three children experiencing difficulties in learning literacy skills. Remedial Intervention involving 'scaffolding' was initially instigated by the researcher, who gradually phased out his direct participation, in favour of increased participation by the parents. A co-operative partnership between home and school was developed to facilitate this transition. The study incorporated a range of behavioural techniques, including positive reinforcement, meaningful contextual learning, appropriate feedback, self-control training, reciprocity, integrated learning and the fostering of responsive social contexts for learning. Results indicated definite enhancement of the children's literacy skills, which were generally maintained over time. Notably, improvements in reading age were apparent, an increased rate of writing, as well as improved spelling ability. The children also improved their rate of 'on task' responding in the classroom setting. Improvements in children's performance continued to occur when the parents were directly involved in Remedial Intervention and continued further when they assumed complete responsibility.
Advisor: Glynn, Ted
Degree Name: Doctor of Philosophy
Degree Discipline: Education
Publisher: University of Otago
Research Type: Thesis