Skindrud, Karl2025-01-162025-01-161973-10https://hdl.handle.net/1794/3034224 pagesA tutoring program was developed which applies reinforcement principles to the teaching of reading, utilizes linguistically controlled programmed reading material, and is easily administered by parents . Three mothers of disruptive children with reading deficits were trained to use the tutoring program in three to 20 hours of direct supervision. The data from this initial evaluation suggest that (1) parents can be trained to effectively tutor their own disruptive child at home, (2) significant increases in reading skills can interact with contingency management programs in the classroom to reduce otherwise intractable disruptive behavior in a nonreader, and (3) parents of children who perceive their child's reading deficit as severe and bearing on school placement are most likely to maintain the daily home tutoring . A cost-effectiveness comparison is made between the home tutoring program and traditional and innovative remedial tutoring programs. The literature relating reading deficits, classroom behavior and delinquency is briefly reviewed. Further study of the trends noted in this investigation and improvements in the tutoring procedures are recommended.en-USCreative Commons BY-NC-ND 4.0-UStutoring, mothers, children, deficit, juvenile delinquents, reading achievementOther