Hearing Beginning Readers Read: problems of relating practice to theory in interpretation and evaluation

Research reports of the involvement of parents in hearing children read show equivocal results in terms of improvement in reading scores or progress through school books. Analysing the practices of both parents and teachers as reported in the literature this paper demonstrates that the phenomenon is...

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Bibliographic Details
Published in:British educational research journal 1987-10, Vol.13 (3), p.215-225, Article 215
Main Author: Francis, Hazel
Format: Article
Language:English
Subjects:
Children
Curriculum subjects: programmes and methods
Educational sciences
Learning theory
Literacy
Observational research
Parents
Reading comprehension
Reading teachers
Reading, writing
School age children
Teachers
Teaching methods
Tutoring
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Summary:Research reports of the involvement of parents in hearing children read show equivocal results in terms of improvement in reading scores or progress through school books. Analysing the practices of both parents and teachers as reported in the literature this paper demonstrates that the phenomenon is not a simple, fixed treatment meriting assessment on limited dependent variables. It shows that in current evaluations there is insufficient analysis of the social and intentional nature of the practice, and of associated educational and theoretical rationales, to do justice to possible effects and to help interpret various findings.
ISSN:0141-1926
1469-3518
DOI:10.1080/0141192870130301