Parental involvement in reading progress

David L. Share; Anthony F. Jorm; Russell Matthews; Rod Maclean

doi:10.1080/00050068708256196

Parental involvement in reading progress

David L. Share, Anthony F. Jorm, Russell Matthews, Rod Maclean

Research output: Contribution to journal › Article › peer-review

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

Original language	English
Pages (from-to)	43-51
Number of pages	9
Journal	Australian Psychologist
Volume	22
Issue number	1
DOIs	https://doi.org/10.1080/00050068708256196
State	Published - Mar 1987
Externally published	Yes

ASJC Scopus subject areas

Arts and Humanities (miscellaneous)
General Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/00050068708256196

Cite this

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title = "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",

author = "Share, {David L.} and Jorm, {Anthony F.} and Russell Matthews and Rod Maclean",

year = "1987",

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pages = "43--51",

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AU - Maclean, Rod

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AB - 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

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VL - 22

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Parental involvement in reading progress

Abstract

ASJC Scopus subject areas

UN SDGs

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