Reading Together Research Evidence: A Summary

The original Reading Together research 1982 - 1983

Reading Together

The Reading Together programme was developed, implemented and evaluated in a study which was action-research and experimental i.e. it involved a randomised trial which controlled for school effects.

Statistical analysis of the data revealed that, when measured against the comparison group, the target group of 24 children
(i.e. those whose parents attended the workshops):

» made significantly greater gains in reading attainment

» maintained significant gains in follow-up testing 12 months later

The children involved in Reading Together also:

» read more regularly and with more enjoyment

» gained more confidence in themselves as readers and as people

» became more independent in their reading

» used libraries more confidently and frequently 

As a group, the parents of the ‘target’ children:

» were keen to be involved in the programme

» gained competence in using specific strategies to assist their children at home

» provided more consistent help and made reading at home enjoyable

» gained confidence and satisfaction from helping their children (including parents whose understanding and knowledge of English were limited) 

» reported that:
   - they had developed more supportive and positive relationships with their child(ren) and within their families
   - they felt less frustration, anger and anxiety about their children's reading achievement
   - they were using the strategies they had learned to help siblings of the target group of children


 References: Biddulph (1983); Biddulph & Tuck (1983).

Research evidence about Reading Together at St Joseph’s School Otahuhu 2007

Additional research evidence about Reading Together was gathered in a 2007 study funded by the Ministry of Education. The aim of the research was to explore the implementation of Reading Together by the senior management team at St Joseph’s Primary School, Otahuhu, Auckland.

The research revealed:

» statistically significant gains in children’s levels of reading comprehension which were:
   - sustained over time (two years)
   - also evident among the siblings in the families who participated
   - over and above those achieved by a highly effective school literacy programme

» that parents can make a significant difference to children’s reading achievement in partnership with a low decile school that is already providing highly effective literacy education programmes for their (mainly Pasifika) children 

» positive and constructive changes in parents’ relationships with their children

» positive shifts in children’s independent reading

» enhanced relationships and interactions between teachers and parents (over and above school/home relationships which were already very positive and supportive).


Reference: Tuck, Horgan, Franich & Wards (2007).