Reading Together: Frequently Asked Questions

Can parents really help their children's achievement?

Yes. New Zealand and overseas research relating to the influences of families and communities on children's achievement shows that:

» parents can have a significant influence on children's achievement,

» parents want the best for their children, and

» many parents are prepared to learn appropriate strategies to help them

This is especially true in the area of reading. Children's reading development can be enhanced when teachers, parents and children work together. Helping parents develop the strategies they need to help their children more effectively with reading at home requires a sound, considered approach such as that used by Reading Together.

Will the parents come to the workshops?

The original research study and teachers' experiences show that parents do respond positively to this programme because they want the best for their children. However, in order to achieve a high participation rate from parents from diverse circumstances, it is crucial that the processes outlined in the Workshop Leader's Handbook are followed.

Can Reading Together be used to help children whose parents don't
speak/read/write English very well?

Yes. It has been used effectively with these children and their parents. If the parent doesn't speak English at all, Workshop Leaders can suggest that an English-speaking family member/friend attends as well.

Can Reading Together be used to help children of varying abilities and ages?

Yes. Although the programme was originally designed to provide additional help for children with reading difficulties (thereby supporting the work of teachers and schools), the suggestions and helping strategies are also useful for parents of more competent readers. The strategies have been found to be effective with children from an emergent reading level through to junior secondary school, when the workshops are implemented as developed.

Does Reading Together have a research base?

The Reading Together research was originally carried out as an experimental study with a matched control group. The results clearly demonstrated the programme's effectiveness in raising children's reading achievement in a sustained manner. The workshops also improved relationships between children and their parents, and between parents and teachers.

Does the programme help teachers?

Yes. Teachers find that Reading Together has positive effects on the attitudes and reading achievement of children. They also find that parents who participate appreciate the opportunity to do so, and become more informed and supportive of what they (the teachers) are doing at school.