Abstract We examined the lived experiences of twelve parents of low-progress readers. Parents were recruited from five state schools in Melbourne and each participated in individual interviews. Analyses revealed that most children received Reading Recovery which was the first and often only option. Parents were divided regarding satisfaction with their children’s reading outcomes following this program. Sources of dissatisfaction included: a waiting list for commencement of intervention, the sudden cessation of Reading Recovery based on the 100-session limit, and Reading Recovery’s theoretical orientation towards constructivist principles. Half the parents independently sought external reading intervention from conventional and non-conventional service providers. Moreover, many parents encountered a personal toll related to their children’s reading difficulty. This study highlights the needs of parents who are important stakeholders in the management of low-progress readers. Our findings call for a more systematic, integrated and mindful approach between educators, policy makers and parents of low-progress readers.

中文翻译：

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家长对孩子补充阅读干预的体验：质性探索

摘要 我们调查了 12 位低进步读者父母的生活经历。家长是从墨尔本的五所公立学校招募的，每所学校都参加了单独的面试。分析显示，大多数孩子接受了阅读恢复，这是第一个也是唯一的选择。家长们对孩子在这个项目后的阅读成果的满意度存在分歧。不满的来源包括：开始干预的等待名单、基于 100 次限制的阅读恢复突然停止，以及阅读恢复对建构主义原则的理论取向。一半的父母独立地从传统和非常规服务提供商那里寻求外部阅读干预。而且，许多父母遇到了与孩子阅读困难有关的个人损失。这项研究强调了作为管理低进度阅读器的重要利益相关者的父母的需求。我们的研究结果呼吁教育者、政策制定者和低进步读者的父母之间采取更加系统、综合和谨慎的方法。