Theses and Dissertations

Advisor

Brantley, Kayla Bates

Committee Member

Ripple, Hailey

Committee Member

Smith, Hallie

Committee Member

Sidwell, MacKenzie

Date of Degree

8-7-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

School Psychology

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Reading proficiency is a fundamental skill for academic success and long-term developmental outcomes. Yet, despite ongoing efforts to strengthen literacy education, a significant number of students continue to face reading difficulties that hinder comprehension, critical thinking, and overall academic achievement. National data demonstrate the urgency of this issue. The 2024 National Assessment of Educational Progress (NAEP) reported that 40% of fourth-grade students and 33% of eighth-grade students scored below the Basic level in reading, marking the highest rate on record for eighth graders. Early reading challenges can often lead to other academic and psychosocial challenges such as low achievement, low self-concept, and limited future opportunities. Schools frequently struggle to meet the growing demand for individualized interventions due to persistent barriers such as staffing shortages and limited access to high-quality interventions. As a result, empowering parents to implement academic interventions at home is emerging as a promising strategy. When supported with appropriate training, parents can serve as effective interventionists for their children. This study investigated the effectiveness of video modeling as a virtual parent training tool for implementing a multicomponent reading intervention targeting oral reading fluency. The intervention integrated listening passage preview, which provides an auditory reading model, and goal setting, which has been shown to enhance fluency outcomes. Using a nonconcurrent multiple probe design across three parent-child dyads, the study assessed procedural fidelity, intervention effectiveness, and social validity. Results demonstrated high procedural fidelity (95%-100%) among all parent participants. Effect sizes, measured via Non-Overlap of All Pairs (NAP), were 1.00 across all dyads, indicating strong intervention effects. Interobserver agreement ranged from 97%-100%, and researcher-administered training maintained 100% treatment integrity. Parents rated the intervention as appropriate, feasible, and beneficial, with no reported negative effects. These findings support video modeling as a flexible, efficient, and socially valid method for equipping caregivers to deliver reading interventions. This approach holds promise for bridging service gaps, promoting literacy equity, and extending support beyond traditional educational settings. Future research should explore broader implementation and adaptation for diverse populations.

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