Abstract Parents of three second-grade students identified as at-risk readers were trained to tutor their children. The reading interventions were either accuracy (i.e., modeling and phrase drill) or proficiency (i.e., repeated reading and reward). Intervention selection was based on predicted level of the instructional hierarchy. Students reading below 32 words correct per minute (WCM) or below 85% accuracy were provided with the accuracy intervention. Students exceeding both of these criteria were provided with the proficiency intervention. This study was conducted over 30 weeks of the academic year. Progress monitoring data were collected using DIBELSNext. Parent tutors provided the interventions with high levels of treatment adherence and exposure. Parents were very satisfied with the tutoring experience.

中文翻译：

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家长辅导，教学层次和阅读：案例研究

摘要对三名被视为高危读者的二年级学生的父母进行了辅导孩子的培训。阅读干预是准确性（即建模和短语训练）或熟练程度（即重复阅读和奖励）。干预选择基于教学层次的预测水平。为学生提供了每分钟阅读32个单词以下的正确无误（WCM）或低于85％的准确性的准确性干预。超过这两个标准的学生将获得熟练干预。这项研究是在学年的30周内进行的。使用DIBELSNext收集进度监控数据。家长辅导员为干预措施提供了高水平的治疗依从性和暴露水平。父母对补习的经历感到非常满意。