Parental involvement in reading progress
- 1 March 1987
- journal article
- Published by Taylor & Francis in Australian Psychologist
- Vol. 22 (1) , 43-51
- https://doi.org/10.1080/00050068708256196
Abstract
The nature and role of parental assistance with reading progress was investigated in a large representative sample of grade 2 children (aged 7–8). A consistent pattern of negative correlations between measures of parental assistance and reading achievement suggested that the role of this help is largely remedial, with the poorer readers receiving the greater help. Furthermore, parental help appeared to have no effect on progress during grade 2.Keywords
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