Parental involvement in reading progress

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. 1987 Australian Psychological Society