Parent tutoring as a supplement to compensatory education for first-grade children

38 children identified for Chapter I compensatory education programs were randomly assigned to an experimental program in which mothers were trained in structured tutoring techniques and 38 to a control group. Children assessed on 2 standardized reading tests (the Woodcock-Johnson Psycho-Educational Battery and the Comprehensive Test of Basic Skills) showed significant differences after 6 mo, but these differences later disappeared. When analyses were limited to those pairs of children in which the parent of the experimental group child had participated more completely in the tutoring program, there were both immediate and long-term significant differences between the groups. It is concluded that parent tutoring programs can be an effective supplement to compensatory education programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)