| This study investigated the effectiveness of an at-home reading intervention implemented by Spanish-speaking parents in their native language had an impact on participants English reading achievement and second language acquisition. A multiple probe design was used to evaluate the effects of the parent implemented paired-reading intervention with eight fourth- to fifth-grade Hispanic students. Following baseline, the at home paired-reading intervention was introduced sequentially across participants. Curriculum-based reading probes were collected during baseline and experimental conditions for progress monitoring and to evaluate changes across phases. Collateral effects of the intervention on academic competence, student's attitudes toward reading, and linguistic levels of acculturation were also examined. All subjects demonstrated mean gains in English oral reading rates and comprehension when compared to baseline. Further analyses suggest that no significant differences were evident when comparing means across groups. However, analysis of trend across phases showed highly variable data and inconsistent results in oral reading rate and comprehension across subjects. Additionally, results on collateral variables indicated inconsistent effects in collateral variables indicated inconsistent effects in attitudes toward reading across subjects. Also, higher linguistic levels of acculturation were reported by ESOL level II participants when compared to ESOL I students. In addition, low ratings for academic performance before and after were obtained by most subjects. This investigation expanded existing literature involving parental participation of Hispanic Spanish-speaking parents on their children's educational progress and second language acquisition as well. Implications for practice and further research are discussed. |
