Children Learning to Read ‐‐ exploring home and school relationships

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Abstract
It has long been accepted that parents can help their children with learning to read in a variety of ways before children start school and as early readers. A recent study explored parental involvement, including parents’ knowledge of and beliefs about reading processes, their reasons for helping, parents’ perceptions of their roles and the relationship between home and school. The research suggested that although the parents studied were competent helpers, they lacked confidence and would have liked more advice from the schools. Their roles tended to change from the preschool period to the early years of schooling, and they helped for differing reasons related to a particular ‘micro‐culture’ in the home.

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