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100			_aGarret J. Hall
245			_aFamily Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity
300			_aP.279-291
520			_aWe used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.
654			_afamily involvement _amulti-tiered systems of support _areading intervention _adosage
700			_a David C. Parker
773	0		_0125281 _9110834 _dNew Delhi _oJP432 _tRemedial and Special Education _x0741-9325
942			_cJA
942			_2ddc
999			_c130711 _d130711